New Evidence about Brown v. Board of Education: The Complex Effects of School Racial Composition on Achievement

By Eric A. Hanushek, John F. Kain, Steven G. Rivkin. Journal of Labor Economics, 2009

575 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/34f741ffe8890abaf42de2500a4484c50c2dcd7f

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Citations in the corpus

Peer Effects in Education: How Might They Work, How Big Are They and How Much Do We Know Thus Far? (2011, methodology): “Using data from the Texas Schools Project, Hanushek, Kain, and Rivkin (2009) find that black students’ test scores are strongly decreasing in the fraction black in the school.”
School Segregation, Educational Attainment and Crime Evidence from the end of busing in Charlotte-Mecklenburg (2014, background): “07 standard deviations (e.g., Hoxby 2000; Vigdor and Ludwig 2008; Hanushek et al. 2009).”
International Evidence on Ability Grouping with Curriculum Differentiation and the Achievement Gap in Secondary Schools (2010, background): “Much of this research does not control for the mean achievement of classmates or schoolmates; however, evidence of such effects is found even in studies that do, such as Hanushek, Kain, and Rivkin (2004).”
Which school attributes matter? The influence of school district performance and demographic composition on property values (2008, background): “The segregation of students by socio-economics status, race or ethnicity raises concerns about the extent of equality of opportunity in our society, and these concerns may be increasing in importance as a number of studies have documented growing levels of segregation in American public schools, e.g”
Family, Neighborhood, and School Settings across Seasons: When Do Socioeconomic Context and Racial Composition Matter for the Reading Achievement Growth of Young Children? (2010, background): “Using fixed-effects models to control for school quality, Hanushek, Kain, and Rivkin (2002) found that the proportion of Black students in a school was negatively related to achievement test scores for Black students but not for White and Hispanic students.”
Analyzing the Gender Gap in Math Achievement: Evidence from a Large-Scale US Sample (2013, background): “…nationally representative and that failed to control for student-specific characteristics other than gender and a few other predictors that were directly related to the research questions being investigated (Doolittle, 1989; Entwisle et al., 1994; Fennema and Sherman, 1977; Hanushek et al., 2009).”
The Distribution of Teacher Quality and Implications for Policy (2012, background): “…largely restricting y, have advantages and disadvantages but are currently less frequently employed (see Meghir & Rivkin 2011 on conceptual issues and Hanushek et al. 2009 on empirical implications). www.annualreviews.org Distribution of Teacher Quality and Implications for Policy 135 A nn u.”
Empowerment-Based Positive Youth Development: A New Understanding of Healthy Development for African American Youth (2014, background): “Going a step further, youth with family involvement in education and academic interventions, and with supportive positive relationships between parent and youth (connection), are significantly more likely to report academic competence (Bailey & Bradbury-Bailey, 2010; Hanushek et al., 2009).”
School choice with controlled choice constraints: Hard bounds versus soft bounds (2011, background): “…is a large literature in education evaluating and estimating the effects of segregation across schools on students’ achievements (Hanushek et al. [32], Guryan [30], Card and Rothstein [15], and others) 28 on how to measure segregation and determine optimal desegre-gation guidelines none of these…”