- A higher percentage of Black schoolmates reduces achievement for Blacks, particularly those with higher initial achievement, while the coefficients for Whites are typically much smaller and not significant at conventional levels.
- Racial composition appears to explain a meaningful portion of the racial achievement gap in Texas.
- Evidence indicates that racial composition does not serve as a proxy either for peer academic achievement or for unmeasured school quality.
- The proportion Hispanic does not have a significant impact on either Black or White student achievement and does not affect the magnitude of the proportion black coefficient, confirming that it is the black concentration and not the minority concentration in a school that matters.