- -The authors find that accountability pressure reduces black–white achievement gaps by raising mean black achievement without harming mean white achievement.
-The authors find no differential effects of accountability pressure
based on the racial composition of schools, but schools with more affluent populations are the most successful at reducing the black–white math achievement gap.
-The authors findings suggest that school-based interventions have the potential to close test score gaps, but differences in school composition and resources play a significant role in the ability of schools to reduce racial inequality.