IDEAS home Printed from
MyIDEAS: Login to save this article or follow this journal

The Whiter the Better? Racial Composition and Access to School Resources for Black Students

  • Timothy Diette


Rigorous courses are an important resource, distributed within schools, that merit attention as a central determinant of student achievement and future outcomes (Cook and Evans, J Labor Econ. 18(4):729–754, 2000 ; Rose and Betts, Rev Econ Stat. 86(2):497–513, 2004 ). Yet, black students are less likely to be enrolled in advanced courses in general (ex. Darity et al. 2001 ; Klopfenstein, Contemp Econ Pol. 23(3):416–28, 2005 ) and specifically Algebra 1 in middle school (Riley 1997 ). Debate exists around the potential benefits or drawbacks for black students attending highly integrated schools relative to highly segregated schools. This study examines which school characteristics are associated with large disparities in black student enrollment in Algebra 1 relative to white student enrollment in Algebra 1 in the same middle schools in North Carolina. Of particular interest is the relationship between access and the percentage of white students in a school. The study finds that: (1) black students are underrepresented in Algebra 1 in essentially all schools in North Carolina; (2) the largest disparities occur in schools that are highly integrated while the disparities are reduced in schools that are either large majority white or large majority non-white; (3) schools with a larger share of white teachers are related to larger disparities between black and white students; (4) the marginal effects of racial composition on the relative disparity in enrollment are significantly larger for black females than black males. Copyright Springer Science + Business Media, LLC 2012

If you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.

File URL:
Download Restriction: Access to full text is restricted to subscribers.

As the access to this document is restricted, you may want to look for a different version under "Related research" (further below) or search for a different version of it.

Article provided by Springer in its journal The Review of Black Political Economy.

Volume (Year): 39 (2012)
Issue (Month): 3 (September)
Pages: 321-334

in new window

Handle: RePEc:spr:blkpoe:v:39:y:2012:i:3:p:321-334
Contact details of provider: Web page:

More information through EDIRC

Order Information: Web:

References listed on IDEAS
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:

as in new window
  1. Eric A. Hanushek, 2003. "The Failure of Input-Based Schooling Policies," Economic Journal, Royal Economic Society, vol. 113(485), pages F64-F98, February.
  2. Alan B. Krueger, 2002. "Economic Considerations and Class Size," NBER Working Papers 8875, National Bureau of Economic Research, Inc.
Full references (including those not matched with items on IDEAS)

This item is not listed on Wikipedia, on a reading list or among the top items on IDEAS.

When requesting a correction, please mention this item's handle: RePEc:spr:blkpoe:v:39:y:2012:i:3:p:321-334. See general information about how to correct material in RePEc.

For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Sonal Shukla)

or (Christopher F Baum)

If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

If references are entirely missing, you can add them using this form.

If the full references list an item that is present in RePEc, but the system did not link to it, you can help with this form.

If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your profile, as there may be some citations waiting for confirmation.

Please note that corrections may take a couple of weeks to filter through the various RePEc services.

This information is provided to you by IDEAS at the Research Division of the Federal Reserve Bank of St. Louis using RePEc data.