Journal Article: Why the gap between black and white performance in school?: a report on the effects of race on student achievement in the St. Louis public schools


Education, Race differences, Student achievements/Missouri, Public schools/Desegregation/Suits and claims, Saint Louis (Mo.)/Public schools/Suits and claims


Trent, William T.


1997, Summer


Part of a special issue on the St. Louis example of the role of social science in school desegregation efforts. In a report submitted to the district court in the 1996 Liddell hearings, the writer discusses the effects of race on student achievement in St. Louis public schools. In the St. Louis school district, black students perform less well on the Stanford Achievement Test in both reading and mathematics than their white peers. This race effect persists even when control measures such as student background, prior test scores, and school characteristics are introduced. Moreover, the negative consequences of student race remain even after looking at poverty concentration in the neighborhoods where students live, as measured by U.S. Census tract. Commenting on a report by David Armor, an expert witness for the state of Missouri, the writer notes that the U.S. Census data that Armor purported to use were incorrect and that even with the correct census data, Armor's basic approach was seriously flawed.


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