– School racial isolation has a small statistically significant negative effect on overall building-level mathematics outcomes. This relationship is moderated by the size of the sample in the study and by the way the independent variable was operationalized.
– The effects are stronger in secondary compared to elementary grades, and racial gaps widen as students age. This suggests that the association of racial segregation with mathematics performance compounds over time.
– Studies with larger sample sizes yielded regression coefficients that were larger/less negative than studies with smaller sample sizes.
– Studies that included all racial groups in the minority concentration variable yielded effect sizes that were larger in absolute value than studies that used only a single racial group in the minority concentration variable.
**Put this is Spivack, too!