School Segregation and Racial Academic Achievement Gaps. CEPA Working Paper No. 15-12 / Sean F. Reardon.
Although it is clear that racial segregation is linked to academic achievement gaps, the mechanisms underlying this link have been debated since Coleman published his eponymous 1966 report. In this paper, I examine 16 distinct measures of segregation to determine which is most strongly associated wi...
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| Language: | English |
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2015.
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| 100 | 1 | |a Reardon, Sean F. | |
| 245 | 1 | 0 | |a School Segregation and Racial Academic Achievement Gaps. CEPA Working Paper No. 15-12 / |c Sean F. Reardon. |
| 264 | 1 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2015. | |
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| 500 | |a Availability: Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu. |5 ericd. | ||
| 500 | |a Sponsoring Agency: Institute of Education Sciences (ED). |5 ericd. | ||
| 500 | |a Sponsoring Agency: Spencer Foundation. |5 ericd. | ||
| 500 | |a Contract Number: R305D110018. |5 ericd. | ||
| 500 | |a Abstractor: As Provided. |5 ericd. | ||
| 516 | |a Text (Reports, Research) | ||
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| 520 | |a Although it is clear that racial segregation is linked to academic achievement gaps, the mechanisms underlying this link have been debated since Coleman published his eponymous 1966 report. In this paper, I examine 16 distinct measures of segregation to determine which is most strongly associated with academic achievement gaps. I find very clear evidence that one aspect of segregation in particular--the disparity in average school poverty rates between white and black students' schools--is consistently the single most powerful correlate of achievement gaps, a pattern that holds in both bivariate and multivariate analyses. This implies that high-poverty schools are, on average, much less effective than lower-poverty schools, and suggests that strategies that reduce the differential exposure of black, Hispanic, and white students to poor classmates may lead to meaningful reductions in academic achievement gaps. | ||
| 524 | |a Stanford Center for Education Policy Analysis. |2 ericd. | ||
| 650 | 0 | 7 | |a School Segregation. |2 ericd. |
| 650 | 0 | 7 | |a Racial Segregation. |2 ericd. |
| 650 | 0 | 7 | |a Racial Differences. |2 ericd. |
| 650 | 0 | 7 | |a Achievement Gap. |2 ericd. |
| 650 | 0 | 7 | |a Poverty. |2 ericd. |
| 650 | 0 | 7 | |a Correlation. |2 ericd. |
| 650 | 0 | 7 | |a Disadvantaged Schools. |2 ericd. |
| 650 | 0 | 7 | |a Multivariate Analysis. |2 ericd. |
| 650 | 0 | 7 | |a School Effectiveness. |2 ericd. |
| 650 | 0 | 7 | |a Desegregation Litigation. |2 ericd. |
| 650 | 0 | 7 | |a School Desegregation. |2 ericd. |
| 650 | 0 | 7 | |a Court Litigation. |2 ericd. |
| 710 | 2 | |a Stanford Center for Education Policy Analysis (CEPA) | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED580373.pdf |z Full Text (via ERIC) |
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