- Results indicate that segregation at both the high school and the classroom level due to tracking harms academic outcomes in college.
- Findings show that segregation among schools and among classes within schools’ compromises college achievement for students of color while offering no significant benefits to White students’ college achievement.
- Both Black and White students do better in college if they have not attended Black segregated high schools.
- College GPAs of Black freshman are inversely related to the percentage of Black students in their high schools’ advanced-level classes; that is, the more Black students in their high schools’ honors classes, the lower their freshman GPAs in college.
- All students who attended a segregated Black high school performed worse in their freshman year of college than they would have if they attended a diverse or segregated White high school (which serves as the reference category). While the effect is statistically significant for both Black and White students, the magnitude of it is twice as strong for Black students (-.242) as it is for White students (-.118).
- Findings suggest that attending schools with higher percentages of Black students in upper track classrooms is negatively associated with Black students’ freshman GPA (-.598), but has no significant association with White students’ freshman GPA.
- Student in a predominantly Black high school will do better if the advanced classes have fewer Black students. And concentrating Black students in a school or in college-preparatory tracks has damaging effects on their college achievement.