School diversity and same-racial/ethnic peer proportion jointly predict higher math achievement in kindergarten, with matching benefits concentrated in more diverse schools¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r3 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In a single model, school diversity (ß = .04) and proportion same-racial/ethnic peers (ß = .06) each significantly predicted kindergarten math achievement, though diversity alone did not (ß = .01, ns). → Benner Aprile D.; Crosnoe Robert 2011 q2 i? The diversity × matching interaction for math was significant and operated identically to reading: higher matching was associated with stronger math achievement for children in highly diverse elementary schools. → 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 regression of ECLS-K kindergarten math scores (n = 21,260). "school diversity and same-racial/ethnic peers predicted mathematics test scores when both school composition effects were included in a single model simultaneously."

"When examined separately, proportion same-racial/ethnic peers was associated with math achievement (ß = .04, p < .001), but school diversity was not (ß = .01, ns). As shown in Table 2, school diversity and same-racial/ethnic peers predicted mathematics test scores when both school composition effects were included in a single model simultaneously."

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

Interaction model for math achievement in the same ECLS-K sample. "higher levels of matching were associated with stronger math achievement for children in highly diverse elementary schools (see Figure 1b)."

"As with reading achievement, the diversity × matching interaction was significant (see Table 3) and operated in an identical manner—racial/ethnic-matching was not strongly associated with the math achievement of children in low diversity schools, but higher levels of matching were associated with stronger math achievement for children in highly diverse elementary schools (see Figure 1b)."

Discussion¶

Related Claims¶

• Diversity and matching associations with kindergarten achievement vary by child race/ethnicity, with academic benefits concentrated among White students — related
• School racial/ethnic composition effects on kindergarten outcomes are about half the size of parent education effects but non-negligible — 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
• Racial/ethnic composition of classrooms and schools shapes Black and Latine students' sense of belonging in mathematics — related
• Ingroup representation and racial/ethnic diversity are distinct constructs that are often conflated in school diversity research — related