Roslyn Arlin Mickelson|Martha Cecilia Bottía|Savannah Larimore
A Metaregression Analysis of the Effects of School Racial and Ethnic Composition on K–12 Reading, Language Arts, and English Outcomes
University of North Carolina at Charlotte|University of North Carolina at Charlotte|Washington University in St. Louis
racial ethnic differences educational outcomes significantly narrowed 1970s 1980s k12 public schools desegregated however schools resegregated starting roughly late 1980s racial gaps outcomes widened literacys pivotal role learning authors investigate segregation contributes racial gaps k12 reading performance drawing upon structural vulnerability cumulative advantagedisadvantage theories frame study authors conduct multilevel metaregression analyses 131 effect sizes 30 primary studies investigate school composition effects contribute racial gaps k12 reading outcomes effects vary magnitude direction students different racialethnic backgrounds grade levels metaregression analyses control primary studies regression model characteristics research designs results indicate small negative statistically significant relationship percentage schools disadvantaged minority enrollment mean reading achievement students attend negative association stronger segregation measured percentage black stronger high school students two findings suggest disadvantages segregated education cumulate structurally vulnerable students transition elementary secondary school additional results suggest schools racial composition effect socioeconomic status composition effect two organizational characteristics distinct albeit interrelated influences reading scores together findings suggest racially ethnically segregated schooling reflects helps reproduce racialethnic inequality literacy outcomes