- School diversity, as well as proportion of same-race/ethnicity peers, are positively associated with reading and math achievement.
- Interacting the two variables revealed that for students in highly diverse schools, greater levels of peer racial/ethnic matching had the most significantly positive impact on reading and math outcomes. White students were the mostly likely to benefit from this interaction.
- For each race, there may be a specific “tipping point” in terms of diversity and belongingness which maximizes achievement.