- Segregated Whites gained the most (93.4 points) and segregated African-Americans the least (79.3 points). Gains for Whites and African-Americans in integrated schools were similar -89.0 points for whites and 87.2 points for African Americans.
- In both winters White children in segregated schools gained more than White children in integrated schools and African-American fared about the same in either type of school.
- Integrated schooling, a type of school organization thought to be beneficial especially for African-Americans, conferred its benefits over periods when school was not open. Suggesting that economic level is the key influence rather than student/school type.
- Poorer children lost ground in summer but in winters did about the same, or a little better, than their more advantaged counterparts.
- Seasonal data show close correspondence in patterns of gain for African-American and white children who attended integrated schools in each season; they also show the consistent advantage for segregated Whites compared to segregated African-Americans in every season.
- The overall difference between minority and majority students that emerged over the first two years of school is traced mainly to differences in the performance of youngsters who attended segregated schools.
- Having two parents was not significant as a main effect or in interaction with student/school type.
- The difference by ethnicity evaporated when parental education was taken into account.
- In mathematics economic factors clearly overshadow school racial settings in explaining minority/majority differences.