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Compositional Effects, Segregation and Test Scores: Evidence From the National Assessment of Educational Progress

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  • Tom Munk
  • M. McMillian
  • Nicole Lewis

Abstract

A model of the effects of economic level and ethnicity on grade 8 mathematics scores both within and between schools found that both the economic composition and the ethnic composition of a school were directly related to the effectiveness of that school. Projection of the data suggests that if the nation's schools were completely desegregated economically (but not at all ethnically), the test-score gap between free lunch students and students paying full price for lunch would decline by 25 %. Ethnic compositional effects for black, Asian/Pacific Islander (API), and Hispanic students were reversed from their within-school effects, with positive effects for students in schools with larger proportions of black and Hispanic students and a strong negative effect for students in schools with larger proportions of Asian/Pacific Islander students. Copyright Springer Science+Business Media New York 2014

Suggested Citation

  • Tom Munk & M. McMillian & Nicole Lewis, 2014. "Compositional Effects, Segregation and Test Scores: Evidence From the National Assessment of Educational Progress," The Review of Black Political Economy, Springer;National Economic Association, vol. 41(4), pages 433-454, December.
    • Handle: RePEc:spr:blkpoe:v:41:y:2014:i:4:p:433-454
    DOI: 10.1007/s12114-014-9200-3
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    References listed on IDEAS

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    1. Card, David & Rothstein, Jesse, 2007. "Racial segregation and the black-white test score gap," Journal of Public Economics, Elsevier, vol. 91(11-12), pages 2158-2184, December.
    2. Eric A. Hanushek & John F. Kain & Steven G. Rivkin, 2009. "New Evidence about Brown v. Board of Education: The Complex Effects of School Racial Composition on Achievement," Journal of Labor Economics, University of Chicago Press, vol. 27(3), pages 349-383, July.
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