- Within- School Models: Initial inequality worsens as children progress through kindergarten and first grade.
- Between School Models: Find no relationship between school minority concentration and children’s entering skills in either literacy or math; SES composition appears to be more strongly related to initial ability than school racial/ethnic composition.
- In neighborhoods with high-minority concentration, schools serve an important compensatory role in children’s academic development.
- Found equalizing effects of school socio-demographic composition for black children in kindergarten and low-SES first grades that were not spurious and in fact reflected actual school compositional effects that increased educational equity.
- Children who spend their summer months in disadvantaged contexts are much less likely to develop math skills when school is not in session.
- Study suggest no general influence of high-minority school enrollment on student learning during the school year, above and beyond the characteristics of the students school enroll.
- Low-SES first grades gain more literacy and math skills in higher-SES schools, while Black first grades learn considerably less in literacy in high minority enrollment schools.