- Accounting for the effects of student gender, peer poverty and student prior achievement, the percent minority students in schools appears to have no significant relationship to White, middle class students’ achievement scores in reading or in math.
- White, middle class students in schools with between 10% and 19.9% minority populations have a mean effect if 2.25 point higher than their more segregated White peers.
- White middle class children in schools with between 35% and 69.9% minority have a positive mean effect of 2.288 over Category 3.
- Gender is significant in explaining 3rd grade math and reading scores.
- One of the strongest predictors of third grade achievement was achievement measured at the very beginning of kindergarten.
- White, middle class students’ IRT scores suggest that White, middle class students in schools with varying percentages of children poverty of any race fare as well as those in largely middle class schools.
- Percent minority only mattered to white academic achievement at the highest concentrations of African American students.
- In general, given a school with anything from minimum to maximum integration with students of color, one can expect White, middle class children to do equally well in their academic achievement.