Eric.ed.gov – The Impact of Racially Diverse Schools in a Democratic Society. Research Brief No. 3. Updated

This is the third in a series of briefs summarizing findings from the newest and most rigorous research related to racial and socioeconomic diversity in public schools. The studies on which this brief is based were published recently in three special issues of the peer-reviewed journal, “Teachers College Record,” edited by Professors Roslyn Arlin Mickelson of the University of North Carolina at Charlotte and Kathryn Borman of the University of South Florida. For more than two decades, the success of school desegregation has been judged mainly by the degree to which it benefits individuals, either through academic achievement or social mobility. This research augments an already extensive body of work in this area, which has reached similar conclusions. However, the work published this year in “Teachers College Record” is particularly rigorous. It draws from several strong data bases and employs cutting-edge statistical methods. This comprehensive collection of studies pays meticulous attention to separating the discrete contributions that schools, teachers, families and students themselves make to a variety of important educational outcomes, such as test scores and graduation rates. It is urged that courts, policymakers, education rights lawyers, educators and others use this new work as a guide in decisions and advocacy related to diversity, schooling, and equal opportunity. [For the first report in this series, see “School Racial and Economic Composition & Math and Science Achievement. Research Brief No. 1. Updated” (ED571622). For the second report in this series, see “How the Racial and Socioeconomic Composition of Schools and Classrooms Contributes to Literacy, Behavioral Climate, Instructional Organization and High School Graduation Rates. Research Brief No. 2. Updated” (ED571626).]