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100			_aWang, Chuang _955814
245			_aImpacts of School Racial Composition on the Mathematics and Reading Achievement Gap in Post Unitary Charlotte-Mecklenburg Schools/
260			_bSage, _c2020
300			_aVol.52, issue 7, 2020: ( 1112–1132 p.)
520			_aThis is a longitudinal study of the change in the academic achievement gap between African American and European American students from elementary to high schools with large administrative data from a school district in the United States. Analysis of variance between eight tracks of students defined by the school environment of isolated schools or diverse schools indicated that middle school is a critical period for closing the achievement gap and that students who stayed in diverse schools from elementary to high schools benefited the most in both reading and mathematics standardized test scores. Multilevel linear growth models show that staying in isolated elementary and middle schools has a negative impact on the students’ reading achievement and their annual growth rate in mathematics for all students regardless of race.
700			_aFan, Xitao _955815
700			_aPugalee, David K. _955816
773	0		_010744 _916756 _dSage Publisher, _tEducation and urban society
856			_uhttps://doi.org/10.1177/0013124519894970
942			_2ddc _cEJR
999			_c13769 _d13769