Berends, Mark
Researchers: Mark Berends
University Affiliation: University of Notre Dame
Email: Berends.3@nd.edu
Research Question:
Analyze associations between the black-white and Latino-white test score gaps and changes in school minority composition.
Published: 1
Journal Name or Institutional Affiliation: Teacher College Record
Journal Entry: Vol. 112, No. 4, pp. 978-1007
Year: 2010
Findings:
- In 1973, the Latino-White different in NAEP was 0.94 of a SD, narrowing to a 0.69 of a SD in 2004 (a 27 % reduction).
- Between 1972 and 2004 the increases in racial isolation and segregation in U.S. schools corresponded to significant increases in the Black-White and Latino-White test score gaps, outweighting the positive changes in family background measures for these minority groups.
- The increases in Black students’ likelihood of being segregated in high-minority school corresponded to a 62.50 percent increase in the Black-White mathematics gap when scaled by the 1972 coefficients and to a 50.57 percent increase when relying on the 2004 coefficients.
- There is an associated increase in the Latino-White test scores by 74 percent if we use the 1972 coefficients as weights and by 76 percent if we rely on the 2004 coefficients.
- Compared with White students, Latino students experienced positive mean changes in family background characteristics, such as parents educational attainment, occupational status, and income.
- Changes in the minority composition of schools, resulting in increased racial isolation for Black and Latino students, were associated with a divergence in the racial-ethnic test score gaps over the past thirty years.
- Although there were some positive changes in social background measures for Black and Latino students relative to Whites, the changes that occurred between schools corresponded to an increase in the racial-ethnic mathematics test score gaps between 1972 and 2004.
- Increases in the minority composition of high schools that Black and Latino students attended between 1972 and 2004 corresponded to a substantial increase in the test score gaps.
- Despite the large gains in the family background measures considered, Black and Latino students’ continue to attend schools that are high-minority and low SES. Thus, while a great deal of progress has been made in improving some family background conditions of minority students relative to Whites, substantial inequalities remain.