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2007 - The Effects of School Racial and Ethnic Composition on Academic Achievement During Adolescence

Attribution: Lee, Hedwig
Researchers: Hedwig Lee
University Affiliation: University of Michigan
Email: hedylee@umich.edu
Research Question:
The effects of school racial and ethnic composition on students' academic achievement in the U.S..
Published: 1
Journal Name or Institutional Affiliation: The Journal of Negro Education
Journal Entry: Vol. 76, No. 2, pp. 154-172
Year: 2007
Findings:
  • Racial and ethnic school and peer composition are significantly related to academic achievement.
  • Peer measures of racial/ethnic composition do not mediate the relationship between school racial/ethnic composition and achievement. Even with the inclusion of peer racial/ethnic composition measures, the effects of racial/ethnic composition continue to be significant. It is not peer racial/ethnic compositional influences that are driving the effect of school ethnic/racial composition.
  • Race/ethnicity measured at the individual , school, or even peer group level has important effects on individual achievement.
  • The resources and socioeconomic composition of schools may help to explain the effect of the Hispanic composition of a school, but this is not the case for peer group measures of Hispanic composition, nor can it account for the influence of White and Black peer and school composition.
  • Racial/ethnic composition of schools matters for educational achievement in the U.S. Strong efforts need to be made to keep schools integrated both racially/ethnically and socioeconomically.
Keywords: Academic AchievementEthnicityHispanicsPeer EffectsRacial CompositionRegions: NationalMethodologies: QuantitativeResearch Designs: Secondary Survey DataAnalysis Methods: Multilevel Models Sampling Frame:Adolescents
Sampling Types: RandomAnalysis Units: StudentData Types: Quantitative-Cross Sectional
Data Description:
  • Data from the National Longitudinal Study of Adolescent Health.
  • Analysis was based on the in-home sample of adolescents from school rosters of selected schools.
  • DV: Add Health Picture Vocabulary Test score (AHPTV) score.
  • IV: Measures of various aspects of individual, family, and school characteristics. Peer group-level measures were used as potential mediating variables.
Theoretical Framework:
Relevance:
Archives: K-12 Integration, Desegregation, and Segregation Abstracts
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