How eighth-graders’ math achievement is affected by the interaction of individual poverty and race/ethnicity with the levels of poverty and minority concentration in their schools, 2003, 2007, and 2013
| Model I | Model II | Model III | |||||||
|---|---|---|---|---|---|---|---|---|---|
| 2003 | 2007 | 2013 | 2003 | 2007 | 2013 | 2003 | 2007 | 2013 | |
| School poverty and minority concentration | |||||||||
| Percent of students in school who are FRPL-eligible | -0.058*** | -0.075*** | -0.073*** | -0.058*** | -0.075*** | -0.070*** | -0.061*** | -0.079*** | -0.073*** |
| (0.004) | (0.003) | (0.003) | (0.004) | (0.003) | (0.003) | (0.004) | (0.004) | (0.003) | |
| Percent of students in school who are black or Hispanic | 0.002 | 0.013*** | 0.013*** | -0.001 | 0.011*** | 0.012*** | 0.008* | 0.023*** | 0.022*** |
| (0.003) | (0.003) | (0.002) | (0.003) | (0.003) | (0.003) | (0.004) | (0.004) | (0.004) | |
| Interaction of individual poverty and school‘s percentage of poor (FRPL-eligible) students | |||||||||
| Eligible for reduced-price lunch x school FRPL | 0.029*** | 0.047*** | 0.038*** | 0.026*** | 0.044*** | 0.037*** | 0.025*** | 0.044*** | 0.037*** |
| (0.007) | (0.008) | (0.008) | (0.007) | (0.008) | (0.008) | (0.007) | (0.008) | (0.008) | |
| Eligible for free lunch x school FRPL | 0.018*** | 0.031*** | 0.027*** | 0.012** | 0.028*** | 0.028*** | 0.012** | 0.028*** | 0.028*** |
| (0.005) | (0.004) | (0.004) | (0.006) | (0.005) | (0.004) | (0.005) | (0.005) | (0.004) | |
| Interaction of race/ethnicity and school’s percentage of FRPL-eligible students | |||||||||
| Black x school FRPL | – | – | – | -0.000 | -0.006 | -0.011* | 0.012* | 0.006 | 0.003 |
| – | – | – | (0.005) | (0.004) | (0.006) | (0.007) | (0.006) | (0.007) | |
| Hispanic ELL x school FRPL | – | – | – | 0.038** | 0.007 | -0.022 | 0.083*** | 0.036 | -0.002 |
| – | – | – | (0.019) | (0.014) | (0.014) | (0.025) | (0.023) | (0.021) | |
| Hispanic non-ELL x school FRPL | – | – | – | 0.033*** | 0.033*** | 0.013** | 0.039*** | 0.048*** | 0.021*** |
| – | – | – | (0.006) | (0.006) | (0.005) | (0.009) | (0.008) | (0.007) | |
| Asian ELL x school FRPL | – | – | – | -0.007 | -0.041* | -0.054* | -0.026 | -0.011 | -0.040 |
| – | – | – | (0.022) | (0.025) | (0.032) | (0.027) | (0.034) | (0.040) | |
| Asian non-ELL x school FRPL | – | – | – | -0.033** | -0.007 | -0.025** | -0.037*** | -0.013 | -0.005 |
| – | – | – | (0.013) | (0.011) | (0.010) | (0.012) | (0.013) | (0.013) | |
| Native American or other x school FRPL | – | – | – | -0.030** | -0.041*** | -0.035*** | -0.027* | -0.038*** | -0.033*** |
| – | – | – | (0.014) | (0.011) | (0.007) | (0.015) | (0.011) | (0.008) | |
| Interaction of race/ethnicity and school’s percentage of black and Hispanic | |||||||||
| Black x school minority | – | – | – | – | – | – | -0.021*** | -0.023*** | -0.023*** |
| – | – | – | – | – | – | (0.007) | (0.006) | (0.007) | |
| Hispanic ELL x school minority | – | – | – | – | – | – | -0.057*** | -0.041** | -0.027* |
| – | – | – | – | – | – | (0.018) | (0.016) | (0.015) | |
| Hispanic non-ELL x school minority | – | – | – | – | – | – | -0.011 | -0.023*** | -0.015** |
| – | – | – | – | – | – | (0.009) | (0.008) | (0.007) | |
| Asian ELL x school minority | – | – | – | – | – | – | 0.030 | -0.058* | -0.029 |
| – | – | – | – | – | – | (0.027) | (0.035) | (0.036) | |
| Asian non-ELL x school minority | – | – | – | – | – | – | 0.004 | 0.005 | -0.036** |
| – | – | – | – | – | – | (0.017) | (0.013) | (0.017) | |
| Native American or other x school minority | – | – | – | – | – | – | -0.004 | -0.005 | -0.003 |
| – | – | – | – | – | – | (0.016) | (0.011) | (0.009) | |
| Control variables | |||||||||
| 1. Gender and individual education plan (special education student) | |||||||||
| Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | |
| 2. Individual socioeconomic status (parents’ education and whether student is eligible for free or reduced-price lunch (FRPL)) and individual race/ethnicity | |||||||||
| Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | |
| 2. Percent of students in school who are black or Hispanic, and percent who are eligible for free or reduced-price lunch | |||||||||
| Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | |
| 4. State fixed effects | |||||||||
| No | No | No | No | No | No | No | No | No | |
| R-squared | 0.357 | 0.321 | 0.350 | 0.358 | 0.323 | 0.351 | 0.359 | 0.324 | 0.351 |
| Observations | 112,542 | 109,020 | 118,984 | 112,542 | 109,020 | 118,984 | 112,542 | 109,020 | 118,984 |
Note: The table shows regression estimates measured in standard deviations—how students in different minority groups attending schools with given levels of poverty and minority concentration scored relative to white peers in schools with given levels of poverty and minority concentration, and how students who were eligible for reduced-price lunch or free lunch attending schools with given levels of poverty concentration scored relative to students who were not eligible in schools with given levels of poverty concentration. *** p<0.01, ** p<0.05, * p<0.1
Source: EPI analysis of National Assessment of Educational Progress microdata, 2003, 2007, and 2013