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

Condron, Dennis J.; Tope, Daniel; Steidl, Christina R.; Freeman, Kendralin J.

doi:10.1111/tsq.12010

Cited by 75 publications

(69 citation statements)

References 47 publications

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“…The relationship between lower academic performance, race, and socioeconomic status has been described in other populations, as well as in the NHANES III cohort itself . The impact of race on academic achievement and IQ, especially the gap between black and white students, has been explored in depth . Our study emphasizes that this already documented achievement gap includes an increased risk of low nonverbal intelligence, especially for non‐Hispanic black children and those from low‐income families.…”

Section: Discussionmentioning

confidence: 53%

Bilateral hearing loss is associated with decreased nonverbal intelligence in US children aged 6 to 16 years

Emmett

Francis

2014

The Laryngoscope

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Objectives To evaluate the association between hearing loss and nonverbal intelligence in US children. Study Design The Third National Health and Nutrition Examination Survey (NHANES III) is a cross-sectional survey (1988–1994) that used complex multistage sampling design to produce nationally representative demographic and examination data. Methods A total of 4823 children ages 6–16 years completed audiometric evaluation and cognitive testing during NHANES III. Hearing loss was defined as low frequency pure tone average (PTA)>25 decibels (dB) (0.5,1,2 kHz) or high frequency PTA>25dB (3,4,6,8 kHz) and was designated as unilateral or bilateral. Nonverbal intelligence was measured using the Wechsler Intelligence Scale for Children-Revised block design subtest. Low nonverbal intelligence was defined as a standardized score <4, two standard deviations below the standardized mean of 10. Results Mean nonverbal intelligence scores differed between children with normal hearing (9.59) and children with bilateral (6.87; p=0.02) but not unilateral (9.12; p=0.42) hearing loss. Non-Hispanic black race/ethnicity and family income<$20,000 were associated with 3.92 and 1.67 times higher odds of low nonverbal intelligence, respectively (OR 3.92; p<0.001; OR 1.67; p=0.02). Bilateral hearing loss was independently associated with 5.77 times increased odds of low nonverbal intelligence compared to normal hearing children (OR 5.77; p=0.02). Unilateral hearing loss was not associated with higher odds of low nonverbal intelligence (OR 0.73; p=0.40). Conclusion Bilateral but not unilateral hearing loss is associated with decreased nonverbal intelligence in US children. Longitudinal studies are urgently needed to better understand these associations and their potential impact on future opportunities.

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Section: Discussionmentioning

confidence: 53%

Bilateral hearing loss is associated with decreased nonverbal intelligence in US children aged 6 to 16 years

Emmett

Francis

2014

The Laryngoscope

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“…A common perspective is that segregation consigns minority and poor students to schools with relatively few educational opportunities (e.g., Bankston and Caldas 1996; Roscigno 1998; Condron et al 2013; Mickelson 2015). On this view, school segregation is a means for advantaged groups to hoard school-based educational opportunities (Tilly 1998), and the distribution of access to high-quality schools is therefore a crucial mechanism of educational inequality.…”

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confidence: 99%

School Opportunity Hoarding? Racial Segregation and Access to High Growth Schools

Hanselman

Fiel

2016

Social Forces

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Persistent school segregation may allow advantaged groups to hoard educational opportunities and consign minority students to lower-quality educational experiences. Although minority students are concentrated in low-achieving schools, relatively little previous research directly links segregation to measures of school quality based on student achievement growth, which more plausibly reflect learning opportunities. Using a dataset of public elementary schools in California, this study provides the first analysis detailing the distribution of a growth-based measure of school quality using standard inequality indices, allowing disparities to be decomposed across geographic and organizational scales. We find mixed support for the school opportunity hoarding hypothesis. We find small White and Asian advantages in access to high-growth schools, but most of the inequality in exposure to school growth is within racial groups. Growth-based disparities both between and within groups tend to be on a more local scale than disparities in absolute achievement levels, focusing attention on within-district policies to mitigate school-based inequalities in opportunities to learn.

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“…In addition, examining segregation specifically is critical to understanding subsequent disparities because it facilitates the uneven distribution of resources (Condron and Roscigno 2003;Logan, Minca, and Adar 2012) and is a central factor in the educational disadvantage of blacks relative to non-Hispanic whites (e.g., Card and Rothstein 2007;Condron et al 2013;Entwisle and Alexander 1992;Logan et al 2012;Rumberger and Palardy 2005; but see Entwisle and Alexander 1994) as well as future social and employment integration (Dawkins and Braddock 1994). Furthermore, black-white differences in educational outcomes have proved relatively intractable over time.…”

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confidence: 99%

How the Legacy of Slavery and Racial Composition Shape Public School Enrollment in the American South

Reece

O’Connell

2015

Sociology of Race and Ethnicity

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History is centrally involved in place development. Given the historical importance of antebellum slavery, it is little surprise that it profoundly shaped the social and economic future of the United States. What is perhaps more surprising is the link to local, county-level development as it relates to contemporary systems of black disadvantage. Through our focus on one aspect of school segregation in the American South, namely racial disparities in public school enrollment, we contribute to the literature on the legacy of slavery by examining how this local link persists. We use spatial data analysis techniques to assess the relationship between county historical slave concentration and the black-white ratio of public school attendance. Our data originally come from the 1860 Census, 2006–2010 American Community Survey, and National Center for Education Statistics Private School Universe Survey, 2007–2008. Notably, our historical slave concentration estimates incorporate spatially informed refinements to better represent contemporary counties than previously available data. Drawing from our regression analysis, we argue that slavery history shaped the local social structure in a way that facilitates contemporary white disinvestment from public school systems. We examine two potential explanations for this legacy of slavery—the number of private schools and racial threat—particularly their manifestation within the Deep South. Despite evidence of subregional differences rooted in history, neither pathway explains the initial slavery association. We argue that processes tied to the legacy of slavery are a foundational component of black disadvantage and that further examination of this foundation is necessary to stem the tide of recent resegregation.

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

Cited by 75 publications

References 47 publications

Bilateral hearing loss is associated with decreased nonverbal intelligence in US children aged 6 to 16 years

Bilateral hearing loss is associated with decreased nonverbal intelligence in US children aged 6 to 16 years

School Opportunity Hoarding? Racial Segregation and Access to High Growth Schools

How the Legacy of Slavery and Racial Composition Shape Public School Enrollment in the American South

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