The Effect of Research Methodology on Desegregation-Achievement Studies: A Meta-Analysis

Crain, Robert L.; Mahard, Rita E.

doi:10.1086/227761

Cited by 81 publications

(46 citation statements)

References 7 publications

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“…Much of the prior research on the academic outcomes of desegregation suffers from a number of methodological problems including small sample size, voluntary participation in desegregation, the brief duration of the treatment, and an absence of high-quality data as controls for intervening forces such as family background and individual and school characteristics (Cook, 1984;Crain & Mahard, 1983;Philips, 1998;Wells & Crain, 1994). This study does not suffer from those shortcomings.…”

Section: Methods and Data Designmentioning

confidence: 98%

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Subverting Swann: First- and Second-Generation Segregation in the Charlotte-Mecklenburg Schools

Mickelson

2001

American Educational Research Journal

261

265

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For more than 40 years, communities across the United States have grappled with Brown's mandate to provide equality of educational opportunities to Black children by ending school segregation. Despite considerable unambiguous evidence that desegregation enhances students' long-term outcomes such as educational and occupational attainment, the situation with respect to short-term outcomes is more ambiguous and more highly contested. Using survey data from the Charlotte-Mecklenburg Schools, a North Carolina district that used mandatory busing to desegregate its schools, the author demonstrates the direct and indirect negative effects of segregation on academic achievement in ways not employed previously. The distinctive research design includes a longitudinal measure of exposure to racially isolated Black elementary education, multiple indicators of educational outcomes, measures of track placement, and a large representative sample of grade 12 students from the entire school system. By demonstrating how both direct and indirect effects of segregated education impair Blacks' academic outcomes, and how-even in an ostensibly desegregated school system-Whites retain privileged access to greater opportunities to learn, this article increases our understanding of the role of segregated schooling in maintaining the racial gap in academic achievement. Future research in other school districts once believed to be successfully desegregated will allow us to judge whether the situation in the Charlotte-Mecklenburg School district reflects a more general pattern.

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Section: Methods and Data Designmentioning

confidence: 98%

“…The authors reported effect sizes of up to .3 standard deviation (Crain & Mahard, 1983). The NIE panel, despite Crain's protests, excluded his and Mahard's meta-analysis, although several of the studies included in the Crain-Mahard meta-analysis also appeared among the 19 methodologically best studies examined by the NIE panel.…”

Section: Effects Of Desegregationmentioning

confidence: 99%

Subverting Swann: First- and Second-Generation Segregation in the Charlotte-Mecklenburg Schools

Mickelson

2001

American Educational Research Journal

261

265

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“…Several past reviews have found generally positive impacts of desegregation on minority achievement but noted the methodological limitations of many studies in estimating causal effects (Bradley & Bradley 1977, Crain & Mahard 1983, Cook et al 1984). More recent studies use the exogenous variation in timing of desegregation court orders or implementation to estimate the causal effects of desegregation on students' outcomes and disparities in those outcomes (i.e., they estimate b * and/or c * ).…”

Section: Evidence On the Consequences Of School Segregationmentioning

confidence: 99%

60 Years AfterBrown: Trends and Consequences of School Segregation

2014

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Since the Supreme Court's 1954 Brown v. Board of Education decision, researchers and policy makers have paid close attention to trends in school segregation. Here we review the evidence regarding trends and consequences of both racial and economic school segregation since Brown. The evidence suggests that the most significant declines in black-white school segregation occurred in the late 1960s and early 1970s. There is disagreement about the direction of more recent trends in racial segregation, largely driven by how one defines and measures segregation. Depending on the definition used, segregation has either increased substantially or changed little, although there are important differences in the trends across regions, racial groups, and institutional levels. Limited evidence on school economic segregation makes documenting trends difficult, but students appear to be more segregated by income across schools and districts today than in 1990. We also discuss the role of desegregation litigation, demographic changes, and residential segregation in shaping trends in both racial and economic segregation. We develop a general conceptual model of how and why school segregation might affect students and review the relatively thin body of empirical evidence that explicitly assesses the consequences of school segregation. We conclude with a discussion of aspects of school segregation on which further research is needed. 9.1

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“…A second explanation is that meta-analysis traditionally has had difficulty aggregating the results of the multivariate quasi-experimental models typically used in the social sciences. Nevertheless, over the past several years, meta-analytic studies have begun to appear in leading journals in economics (Card & Krueger, 1995;Kremers, Nijkamp, & Rietveld, 2002;Smith & Huang, 1995), political science (Church, 1993;Gerber, Green, & Nickerson, 2001;Lau et al, 1999), and sociology (Crain & Mahard, 1983;Stanley & Jarrell, 1998;Wagner & Gooding, 1987). In addition, meta-analysis is increasingly being used by policymakers when making regulatory decisions (Berlin & Colditz, 1999).…”

Section: Introductionmentioning

confidence: 99%

Assessing evidence of environmental inequities: A meta-analysis

Ringquist

2005

J. Pol. Anal. Manage.

279

142

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Over the past decade activists, academics, and policymakers have devoted a great deal of attention to “environmental equity,” or the notion that sources of potential environmental risk may be concentrated among racial and ethnic minorities and the poor. Despite these efforts, the existence and extent of environmental inequities is still the subject of intense scholarly debate. This manuscript reports the results from a meta-analysis of 49 environmental equity studies. The analysis demonstrates that while there is ubiquitous evidence of environmental inequities based upon race, existing research does not support the contention that similar inequities exist with respect to economic class. Â© 2005 by the Association for Public Policy Analysis and Management

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The Effect of Research Methodology on Desegregation-Achievement Studies: A Meta-Analysis

Cited by 81 publications

References 7 publications

Subverting Swann: First- and Second-Generation Segregation in the Charlotte-Mecklenburg Schools

Subverting Swann: First- and Second-Generation Segregation in the Charlotte-Mecklenburg Schools

60 Years AfterBrown: Trends and Consequences of School Segregation

Assessing evidence of environmental inequities: A meta-analysis

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