- White students in schools with a lower rate of poverty were predicted to perform better on the English reading exam than were students at schools with high poverty rates.
- Black students attending a school with lower rates of poverty and higher rates of highly qualified teachers were predicted to have higher rates of advance pass scores on the English reading exam than students at schools with high poverty rates and low rates of highly qualified teachers.
- Poverty was only able to predict the pass rates for White students, not for Black or Hispanic students.
- The free and reduced lunch indicators for Hispanic students was not statistically significant for Hispanic student performance.
- The predictor of diversity, EDI (Ethnic Diversity Index) and teacher quality were significant for Hispanic students, Hispanic students attending schools with lower rates of diversity and lower rates of highly qualified teachers were predicted to have higher rates of pass scores on the math exam than students at schools with high EDI and high rates of highly qualified teachers.
- White students attending a school with a lower rate of poverty and lower rate of diversity were predicted to have higher rates of pass scores on the math exam than students at schools with high poverty and a high rate of diversity.
- Similarly White students attending schools with low rates of poverty and low rates of diversity were predicted to have higher rates of advance pass scores on the math exam than were students at schools with high rates of poverty and high rates of diversity.