Author's Keywords: Achievement Gap, Race, Decomposition	Convention All Academic Convention is the premier solution for your association's abstract management solutions needs. Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf. Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets! Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more! Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering. Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more! Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches! Click here for more information.
Association: Name: American Sociological Association URL: http://www.asanet.org
Citation: URL: http://www.allacademic.com/meta/p183088_index.html Direct Link: HTML Code:

Muschkin, Clara. and Beck, Audrey. "Explaining Race Differences in Academic Achievement: The Relative Contribution of Student, Peer, and School Characteristics" Paper presented at the annual meeting of the American Sociological Association, TBA, New York, New York City, Aug 11, 2007 <Not Available>. 2009-05-24 <http://www.allacademic.com/meta/p183088_index.html>

Muschkin, C. G. and Beck, A. N. , 2007-08-11 "Explaining Race Differences in Academic Achievement: The Relative Contribution of Student, Peer, and School Characteristics" Paper presented at the annual meeting of the American Sociological Association, TBA, New York, New York City Online <APPLICATION/PDF>. 2009-05-24 from http://www.allacademic.com/meta/p183088_index.html

Publication Type: Conference Paper/Unpublished Manuscript Abstract: This study disentangles the components of the academic achievement gap between black and white students in the fourth, seventh, and ninth grades. The data source is a unique administrative dataset that contains information on all students attending public school in North Carolina in 2000-2001. We draw from literature on racial disparities in education to formulate hypotheses regarding the pathways contributing to race differences in academic performance. We examine variations in the effects of student, school, and peer characteristics, and the extent to which race differences are due to distributions and to effects of these characteristics. The first set of analyses uses OLS regression to estimate race-specific models of performance on reading/English and math end-of-course tests. Decomposition methods are then applied to model estimates, in order to quantify the proportion of the race gap that is linked to the student, peer, and school composition of race groups, as well as the proportion that reflects their unequal risk of poor academic performance. Decomposition results indicate that race differences in family background characteristics explain the largest proportion of the gap attributable to compositional factors, followed by school organizational factors. We find, unexpectedly, that compositional differences in teacher quality and peer characteristics explain only a small portion of the race gap; in fact, their distribution across race groups actually serves to reduce the achievement gap. Even with the inclusion of multiple levels of predictor variables that vary in their distributions by race, a substantial portion of the achievement gap remains unexplained.

Are Black Students Punished for "Acting White"?: Race, Academic Achievement, and Friendship Choices

A Qualitative Study on Having a Parent as Teacher and its Effects on Student Academic Achievement and Relationships in a Non-Collegiate, Public School Setting

The Black-White-Other Test Score Gap: Academic Achievement among Mixed Race Adolescents