Black Achievement in a Desegregated School District
1a Dallas Independent School District , USA.
The Journal of Social Psychology
|January 31, 2017
Summary
Black students in segregated schools achieved higher in language arts, reading, and math than those in desegregated schools, even after controlling for key factors. Further research is needed to understand these educational achievement differences.
Area of Science:
- Education
- Sociology
- Psychology
Background:
- Historical context of school segregation in the United States.
- Impact of desegregation on student outcomes.
- Socioeconomic and demographic factors influencing academic achievement.
Purpose of the Study:
- To compare academic achievement between black students in segregated versus desegregated schools.
- To identify potential factors contributing to observed differences in educational attainment.
Main Methods:
- Comparative analysis using ANCOVA (Analyses of Covariance).
- Inclusion of control variables: prior achievement, sex, prior school experience, social status, parental involvement, and attitude toward education.
- Large sample sizes: N=1115 for segregated schools, N=810 for desegregated schools.
Main Results:
- Segregated black students demonstrated higher adjusted posttest scores in language arts, reading, and mathematics.
- Statistical controls did not eliminate the achievement gap favoring segregated school attendees.
- Potential confounding variables beyond ethnic composition were acknowledged.
Conclusions:
- The study highlights unexpected academic performance differences favoring segregated schools for black students.
- Findings suggest that factors beyond school integration policies may significantly influence educational outcomes.
- Further investigation is warranted to explore the complex interplay of variables affecting academic achievement in different school settings.
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