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School ethnic diversity squared predicted the odds of high school completion across all schools. An increase in school diversity, indicates that Latino students may fare better academically in more diverse school contexts.
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In low SES schools, the relation between same-ethnicity representation and the mean belonging score of Latino students in a school was negative in high tracking schools but positive in low tracking schools.
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Finding suggests the interpretation that higher SES schools may fail to address the academic needs of Latino students in particular, as compared with students of other ethnic groups.
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The findings illustrate that in school contexts where inequality among students is more likely, having a greater number of same-ethnicity peers is related to poorer social and academic outcomes among Latino students.
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Results show that ethnic diversity moderated the slope of student SES in low tracking schools, whereas same-ethnicity representation moderated the slope of SES in high tracking schools.