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¶

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 = .05) and proportion same-racial/ethnic peers (ß = .05) were each significantly and positively associated with kindergarten reading achievement, though neither predicted reading when entered independently. → Benner Aprile D.; Crosnoe Robert 2011 q2 i? The diversity × matching interaction for reading was significant: having a larger proportion of same-racial/ethnic peers was associated with better reading achievement only for children in higher-diversity 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 linear regression analysis of ECLS-K kindergarten data (n = 21,260) with child, family, teacher, and school controls. In the joint model, "both were significantly associated with reaching test scores (see Table 2), suggesting the possibility of suppression effects."

"In models in which school diversity and racial/ethnic matching were entered independently, neither significantly predicted reading achievement (ß = .03 and .01 for diversity and matching, respectively). When these school composition measures were examined together in a single model, however, both were significantly associated with reaching test scores (see Table 2), suggesting the possibility of suppression effects."

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 with diversity × matching term added to the ECLS-K regression. "having a larger proportion of same-racial/ethnic peers was associated with better reading achievement test scores for children in higher diversity schools," as plotted in Figure 1a.

"Inclusion of the interaction term revealed a significant diversity × matching coefficient (see Table 3). As seen in Figure 1a, the proportion of same-racial/ethnic peers in the school made little difference in children's reading achievement for those in schools with low levels of racial/ethnic diversity, but having a larger proportion of same-racial/ethnic peers was associated with better reading achievement test scores for children in higher diversity schools."

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 diversity and same-racial/ethnic peer proportion jointly predict higher math 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
• School ethnic diversity moderates the representation-change association: declining same-ethnic representation predicts lower belonging and GPA only in less diverse middle schools — related
• Among Latino sixth graders, increases in same-ethnic representation from elementary to middle school are associated with higher school belonging and GPA, qualified by school ethnic diversity — 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