This study uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999 (ECLS-K), to examine the texts assigned to eighth-grade students. By comparing student demographic information from the ECLS-K with demographic information from the texts, we examine adjustment of assignments to match students’ backgrounds. In addition to a list of the most frequently assigned texts in eighth grade, we found that the race/ethnic diversity of texts assigned to eighth graders in the mid-2000s did not match the diversity of the school-age population at that time. Considerable matching occurs in text assignments, such that minority students are in some cases substantially more likely to read texts with protagonists, and written by authors, that match their race/ethnicity.

中文翻译：

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将学生与书籍配对

本研究使用 1998-1999 年幼儿园班级早期儿童纵向研究 (ECLS-K) 的数据来检查分配给八年级学生的课文。通过将来自 ECLS-K 的学生人口统计信息与来自文本的人口统计信息进行比较，我们检查了作业的调整以匹配学生的背景。除了八年级最常分配的课本列表之外，我们发现 2000 年代中期分配给八年级学生的课本的种族/民族多样性与当时学龄人口的多样性不匹配。文本作业中出现了相当多的匹配，因此在某些情况下，少数族裔学生更有可能阅读与他们的种族/民族相匹配的主角和作者撰写的文本。