Racial diversity and academic test scores in public elementary schools

Don Mar

Applied Economics Letters, 2018, vol. 25, issue 11, 768-771

Abstract: This article examines the effect of racial diversity on academic achievement using panel data on San Francisco’s public elementary schools from 2003 to 2007. Theories argue that the relationship between racial diversity and academic achievement may be positive or negative. Few studies have examined the effect of racial diversity in US elementary schools. Fixed effects models are used to examine the relationship between racial diversity and academic performance in elementary schools. Controls for student differences and teaching staff differences are added as part of the education production function literature. Results show that racial diversity has little effect on academic achievement scores.

Date: 2018
References: Add references at CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
http://hdl.handle.net/10.1080/13504851.2017.1366632 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:apeclt:v:25:y:2018:i:11:p:768-771

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/RAEL20

DOI: 10.1080/13504851.2017.1366632

Access Statistics for this article

Applied Economics Letters is currently edited by Anita Phillips

More articles in Applied Economics Letters from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().