Racial Segregation and the Black/White Achievement Gap, 1992 to 2009

AbstractIn this study, we draw on longitudinal, state-level data to analyze the impact of four distinct forms of school racial segregation on black/white achievement gaps in math and reading. Pooled time-series analyses with two-way fixed effects suggest that increases in black–white dissimilarity and black student isolation contribute to black/white achievement gaps, increases in black–white exposure reduce achievement gaps, and increases in exposure of black students to other minority students have no impact. We conclude by discussing the implications of school racial segregation as a source of academic achievement disparities between black and white students in the contemporary United States. ACKNOWLEDGMENTSWe are grateful to Donna Bobbitt-Zeher, Doug Downey, Pat Rubio Goldsmith, Dave Merolla, and Linda Renzulli for their helpful suggestions and comments.NOTENotes1 Our study focuses on achievement gaps between black and white students and does not address gaps between other groups. This is not meant to assume a black/white dichotomy or to overlook the racial and ethnic diversity present in the United States. Other achievement gaps, such as those between Latino and white students, simply are beyond the scope of this study.