Armor, David J., & Watkins, Shanea
Researchers: David J. ArmorShanea Watkins
University Affiliation: George Mason University
Email: darmor@gmu.edu
Research Question:
Studies the relationship between racial composition and achievement using the 2003 and 2005 NAEP data.
Published: 1
Journal Name or Institutional Affiliation: George Mason University School of Public Policy
Journal Entry: December
Year: 2005
Findings:
- National results show no segregation effects for reading and modest effects for math. However, very complex patterns emerge for individual states, with some states showing no segregation effect and others showing large effects.
- School desegregation does not appear to be a formula for closing the achievement gap if controlling for SES.
- Black segregation has a larger impact on black students than White students.
- Black segregation effects are not an impediment to Black achievement gains.
- There is an association between racial composition and academic achievement for all races, at grade levels, and for all tests.
- Differences in accountability do not explain state variation in Black segregation effects.
- There is no relationship between accountability and Black segregation effects.
- Data are not consistent with an intrinsic harm arising from high concentrations of black peers (although strong Black segregation effects in certain states cannot be explained with data at hand).
- It is more likely due to some type of idiosyncratic school organization and demographic features that influence the distribution of students across schools.