Diversity and matching associations with kindergarten achievement vary by child race/ethnicity, with academic benefits concentrated among White students¶
Claim · All claims
Evidence · 1 study (2 entries) · associationalr3·q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Multiple-group analyses revealed significant racial/ethnic group differences in the associations of reading achievement with diversity (χ2(3) = 8.08, p < .05) and matching (χ2(3) = 184.58, p < .001), and of math achievement with diversity (χ2(3) = 15.61, p < .001) and matching (χ2(3) = 15.75, p < .001). → Benner Aprile D.; Crosnoe Robert 2011
q2 i? For both reading and math, White students—but not minority students—tended to score higher in more diverse schools with more same-racial/ethnic peers; the math diversity × matching interaction was significant only for White children (ß = .10, p < .01). → Benner Aprile D.; Crosnoe Robert 2011 (2)
Evidence¶
Benner Aprile D.; Crosnoe Robert 2011¶
Benner Aprile D.; Crosnoe Robert. (2011). The Racial/Ethnic Composition of Elementary Schools and Young Children's Academic and Socioemotional Functioning. American Educational Research Journal. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4554342/
q2 · i? · associational · r3
Stepwise multi-group comparisons in Mplus using chi-square difference tests and CFI/RMSEA comparisons across racial/ethnic groups in ECLS-K. Omnibus tests indicated significant group differences for both achievement outcomes.
"Results indicated significant group differences in the associations of reading achievement with both school diversity (χ2 (3) = 8.08, p < .05) and proportion same-racial/ethnic peers (χ2 (3) = 184.58, p < .001). Similarly, for math achievement, we observed significant group differences for school diversity (χ2 (3) = 15.61, p < .001) and same-racial/ethnic peers (χ2 (3) = 15.75, p < .001)."
Benner Aprile D.; Crosnoe Robert 2011 (2)¶
Benner Aprile D.; Crosnoe Robert. (2011). The Racial/Ethnic Composition of Elementary Schools and Young Children's Academic and Socioemotional Functioning. American Educational Research Journal. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4554342/
q2 · i? · associational · r3
Multi-group interaction analysis in the same ECLS-K models. "the interaction was statistically significant only for White children (ß = .10, p < .01), suggesting that these students derive particular benefit from attending diverse schools that also include a critical mass of same-racial/ethnic peers."
"For both reading and math, White students, but not those from minority populations, tended to score higher when attending schools with greater racial/ethnic diversity and more same-racial/ethnic peers. Group differences in the diversity × matching interaction for math achievement (χ2 (3) = 7.56, p = .06) provided further insights into this association. Specifically, the interaction was statistically significant only for White children (ß = .10, p < .01), suggesting that these students derive particular benefit from attending diverse schools that also include a critical mass of same-racial/ethnic peers."
Discussion¶
Related Claims¶
- School racial/ethnic diversity and same-racial/ethnic peer proportion jointly predict higher reading achievement in kindergarten, with matching benefits concentrated in more diverse schools — related
- School diversity and same-racial/ethnic peer proportion jointly predict higher math achievement in kindergarten, with matching benefits concentrated in more diverse schools — related
- School racial/ethnic composition effects on kindergarten outcomes are about half the size of parent education effects but non-negligible — related
- Ethnic identity associations with functioning are robust across child gender and ethnic group, and ethnic identity scores are uncorrelated with IQ — reports the opposite
- Socioemotional benefits of same-racial/ethnic peers show marginal group differences in interpersonal skills but no racial/ethnic differences for externalizing behavior — related
- Having more same-racial/ethnic school peers predicts fewer externalizing behaviors and stronger interpersonal skills in kindergarten, independent of school diversity — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
composition-achievement-benefits-concentrated-white-students |
title |
Diversity and matching associations with kindergarten achievement vary by child race/ethnicity, with academic benefits concentrated among White students |
description |
Diversity and matching associations with kindergarten achievement vary by child race/ethnicity, with academic benefits concentrated among White students |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2011 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — benner-aprile-d-crosnoe-robert-2011, benner-aprile-d-crosnoe-robert-2011-2 |
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