- In 1997, 4 of CMS’s 24 middle schools were racially imbalanced White, 16 were racially balanced, and four were racially imbalanced Black. On average over 17.6% of students in segregated White school were Black. Also, in segregated Black schools, on average, 23.4% of the students were White.
- While nearly three-quarters of the second-grade White students who scored in the highest decile were in college preparatory language arts in CMS middle schools, less than one-fifth of similarly able Black students were in the top track.
- White second grader scoring in the second decile had a greater likelihood of placement in a college preparatory track in Grade 8 that a Black second grader who scored in the top decile in this or her CAT test.
- Holding all factors constant, the more years’ students spend in segregated elementary schools, the lower was their likelihood of learning in a college preparatory track once they got to middle school. (-1.522***).
- Black students (-0.456**) were less likely than Whites to be in higher tracks.
- Students with higher SES (.537**), concrete attitudes (0.153*), and prior achievement (0.040***) were more likely to be on the college preparatory track in middle school.
- Self-reported effort, cultural capital, abstract attitudes, and gender did not predict track placement.
- Attending racially imbalanced schools was negatively associated with middle school college preparatory track placement. Both forms of segregation are associated with EOG scores.