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Results suggest that school factors can have an impact on test scores but they cannot close the race gap. The school factors that differentially benefit minorities, without hurting non-minorities, such as class size, have small effects
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The school policies that have a positive influence on minorities’ scores often involve an environment where closer attention is paid to the needs of students.
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Teachers having full credentials has a significant (but small) positive impact on all students’ test scores, but it does not strongly benefit only minorities and thus it is not a likely candidate to decrease the ”race gaps.”
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Average class size and teacher diversity hold some limited promise to help reduce the Hispanic-white test score gap, though the latter is qualified by its negative impact on non-minorities.
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Most school policies do not display redistribution characteristics of benefiting one group while hurting another.
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They find no systematic evidence of school programs benefiting one group while hurting another
group.
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The race gap is vastly reduced for Hispanics, in particular in reading, but not so for African-American students.