Race, Racial Concentration, and the Dynamics of Educational Inequality Across Urban and Suburban Schools

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The White British–Black Caribbean achievement gap: tests, tiers and teacher expectations (2012, result): “However, again the evidence is mixed, with a recent analysis of the US National Educational Longitudinal Study (NELS) by Lleras (2008) indicating that Black students are no less likely than White students to complete higher-level mathematics courses in grades 9 and 10, after control for grade 8…”
Do skills and behaviors in high school matter? The contribution of noncognitive factors in explaining differences in educational attainment and earnings (2008, background): “…are more attentive in class, spend more time on and complete homework, and avoid disruptive behaviors have higher cognitive gains (Roscigno and Ainsworth-Darnell, 1999; Farkas et al., 1990; Farkas, 1996; Lleras, 2008) and greater educational attainment (Deluca and Rosenbaum, 2001; Rosenbaum, 2001).”
Study Involvement of Academic and Vocational Students: Does Between-School Tracking Sharpen the Difference? (2009, background): “A more or less consistent finding in the ability-grouping research is that belonging to a high-ability group or higher track positively influences academic achievement, whereas the reverse is true for belonging to a poor-ability group or lower track (Carbonaro, 2005; Hallinan, 1994; Lleras, 2008).”