Racial Diversity And School Performance

This article provides a thorough study on the effects of diversity in public schools. The data for this study was based on the fourth graders of public schools in Georgia during the 2011-2012 academic year. In the article, it is explored that there is a positive correlation between academic achievement and peer effects. The article states that racial effects on peer performance mean that underperforming students gain more when exposed to high-achieving classmates than the opposite is true for high-achieving students.

The article then explains that there could be a negative relationship between racial composition and academic achievement, possibly due to inadequate schooling. The research data is divided into 7 sections. The study is introduced in the first section, and the second section discusses local spillovers as well as student mobility. The microeconomic background is discussed in Section 3. They go on to state that de Bartolome’s 1990 model is the one they use because it fits their paper for three reasons.

First, de Bartolome’s model takes into account a local public education system where the communities are able to express their preferences for school inputs. Second, it considers the movement patterns of two nearby communities where peer effects and quality of schools are the determining factors. De Bartolome shows, third, how mixed, integrated, and segregated community can exist. His model is useful for interpreting the results. In the next section, de Bartolome’s key points are introduced. The section 4 of this article examines school-level variables collected by the Georgia Department of Education and the Governor’s Office of Student Achievement (2015), as well as the National Center for Education Statistics, which covered only the 2011-2012 academic year.

In the section 5, the author explains how the empirical strategy was used and how the estimation process led to the section 6 results and section 7 conclusions. In this paper’s evidence and statistics, a positive relation was found between racial diversity in Georgia schools and their achievement score. This study shows that racial inclusion is a successful strategy for increasing achievement scores. It should be implemented in schools with a greater total impact, such as suburban and city schools.

This article was of interest to me as a Hispanic who attended public school for the majority of my childhood in a low income neighborhood. This article was quite interesting to me as a Hispanic student who attended public school in a low-income neighborhood for most of my early years. Students should not be taught separately, but in one classroom. This allows them to interact and learn from children of different cultures. In essence, the location determines how diverse classrooms are.

In the 2011-2012 academic year, Georgia public elementary schools had a 52 percent majority white student population. In some places, the majority of students are white. A small Utah town might not have the most racially-diverse classroom. In southern Florida there are a variety of ethnicities represented in the classroom. The article decided to examine the students of Georgia public schools. African-American majority public schools are concentrated in urban, suburban and southern parts of Atlanta Metropolitan Area.

This study shows that racial integration is a winning strategy to stimulate the achievement score. However, even though only Georgia fourth-graders were studied, this data applies to classrooms of all levels and races across the nation. This study shows that racial inclusion is a successful strategy for increasing achievement scores. It should be implemented in schools that have a greater overall effect, such as suburban and city schools. As I have said before, I think that there should be more research on racial differences, especially in town and suburban schools, to obtain better data.