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Impacts of School Racial Composition on the Mathematics and Reading Achievement Gap in Post Unitary Charlotte-Mecklenburg Schools
Chuang Wang1; Xitao Fan2; David K. Pugalee1
2020-09-01
Source PublicationEducation and Urban Society
ISSN0013-1245
Volume52Issue:7Pages:1112-1132
Abstract

This is a longitudinal study of the change in the academic achievement gap between African American and European American students from elementary to high schools with large administrative data from a school district in the United States. Analysis of variance between eight tracks of students defined by the school environment of isolated schools or diverse schools indicated that middle school is a critical period for closing the achievement gap and that students who stayed in diverse schools from elementary to high schools benefited the most in both reading and mathematics standardized test scores. Multilevel linear growth models show that staying in isolated elementary and middle schools has a negative impact on the students’ reading achievement and their annual growth rate in mathematics for all students regardless of race.

KeywordEducational Policy Multicultural Education School Improvement Social Justice
DOI10.1177/0013124519894970
URLView the original
Language英语
WOS Research AreaEducation & Educational Research ; Urban Studies
WOS SubjectEducation & Educational Research ; Urban Studies
WOS IDWOS:000506779200001
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Cited Times [WOS]:1   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Education
Corresponding AuthorChuang Wang
Affiliation1.University of North Carolina at Charlotte, United States
2.University of Macau, China
Recommended Citation
GB/T 7714
Chuang Wang,Xitao Fan,David K. Pugalee. Impacts of School Racial Composition on the Mathematics and Reading Achievement Gap in Post Unitary Charlotte-Mecklenburg Schools[J]. Education and Urban Society,2020,52(7):1112-1132.
APA Chuang Wang,Xitao Fan,&David K. Pugalee.(2020).Impacts of School Racial Composition on the Mathematics and Reading Achievement Gap in Post Unitary Charlotte-Mecklenburg Schools.Education and Urban Society,52(7),1112-1132.
MLA Chuang Wang,et al."Impacts of School Racial Composition on the Mathematics and Reading Achievement Gap in Post Unitary Charlotte-Mecklenburg Schools".Education and Urban Society 52.7(2020):1112-1132.
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