Adverse Impact of Racial Isolation on Student Performance: A Study in North Carolina

Autor/inn/en	Sharma, Andy; Joyner, Ann Moss; Osment, Ashley
Titel	Adverse Impact of Racial Isolation on Student Performance: A Study in North Carolina
Quelle	In: Education Policy Analysis Archives, 22 (2014) 14, (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068 2341
Schlagwörter	High School Students; African American Students; Racial Composition; Racial Factors; Algebra; English; Scores; Student Characteristics; Institutional Characteristics; Social Isolation; Mathematics Achievement; Reading Achievement; Educational Environment; Correlation; School Segregation; Student Records; Achievement Gap; Court Litigation; Educational History; Racial Differences; Statistical Analysis; Least Squares Statistics; Regression (Statistics); North Carolina + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; English language; Englisch; Soziale Isolation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Korrelation; Schülerakte; Rechtsstreit; History of education; Bildungsgeschichte; Rassenunterschied; Statistische Analyse; Regression; Regressionsanalyse
Abstract	This study examines the impact of racial isolation on high school student performance in North Carolina, a state in the southeast United States. Our research goal is to investigate if increased isolation negatively impacts Black students' academic performance. Employing the North Carolina State Department of Public Instruction (NCDPI) dataset, we test for this using Algebra I and English I scores on End-of-Course exams for ninth graders (N = 134,646) during the 2007-2008 school year. We control for student-level characteristics, such as race and ethnicity, economic disadvantage (eligibility for free and reduced-price lunch), and designation as gifted. We also analyze the effect of school-level characteristics, such as teacher experience, teacher training (advanced degree), teacher accreditation (fully licensed), and the percentage of students who were Black or Latino. Our results suggest racial isolation adversely impacts student performance on Algebra I by as much as three points. With our restricted hierarchical dataset and multi-level modeling, we (a) contribute to the growing body of literature, which finds a negative association between racial isolation/segregation and student performance, and (b) find teacher attributes can moderate some of the adverse student outcomes. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10