School racial/ethnic composition effects on kindergarten outcomes are about half the size of parent education effects but non-negligible¶
Claim · All claims
Evidence · 1 study · 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? Standardized coefficients for school composition on reading and math (.05, .04 for diversity; .05, .06 for matching) were roughly half the parent education coefficients (.09–.10). → Benner Aprile D.; Crosnoe Robert 2011
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
Effect-size comparison within the same ECLS-K regression models, benchmarking composition coefficients against parent education, a robust predictor. "the parent education coefficient ranged from .09 to .10."
"Specifically, for reading and mathematics achievement, respectively, standardized coefficients were an absolute value of .05 and .04 for school diversity and .05 and .06 for proportion same-racial/ethnic peers, whereas the parent education coefficient ranged from .09 to .10."
Discussion¶
Related Claims¶
- School diversity and same-racial/ethnic peer proportion jointly predict higher math achievement in kindergarten, with matching benefits concentrated in more diverse schools — related
- Diversity and matching associations with kindergarten achievement vary by child race/ethnicity, with academic benefits concentrated among White students — related
- 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
- Having more same-racial/ethnic school peers predicts fewer externalizing behaviors and stronger interpersonal skills in kindergarten, independent of school diversity — related
- Socioemotional benefits of same-racial/ethnic peers show marginal group differences in interpersonal skills but no racial/ethnic differences for externalizing behavior — related
- Racial/ethnic composition of classrooms and schools shapes Black and Latine students' sense of belonging in mathematics — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
composition-effects-half-parent-education-size |
title |
School racial/ethnic composition effects on kindergarten outcomes are about half the size of parent education effects but non-negligible |
description |
School racial/ethnic composition effects on kindergarten outcomes are about half the size of parent education effects but non-negligible |
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 |
1 — benner-aprile-d-crosnoe-robert-2011 |
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