This 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.

中文翻译：

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学校种族构成对后单一制夏洛特-梅克伦堡学校数学和阅读成绩差距的影响

这是一项纵向研究，利用美国某学区的大量行政数据，对非裔美国人和欧洲裔美国学生从小学到高中的学业成绩差距的变化进行了纵向研究。由孤立学校或多元化学校的学校环境定义的学生八轨之间的差异分析表明，中学是缩小成绩差距的关键时期，而从小学到高中就读于不同学校的学生在这两个方面受益最大阅读和数学标准化考试成绩。多级线性增长模型表明，无论种族如何，留在孤立的中小学都会对学生的阅读成绩和数学年增长率产生负面影响。