Citation

Borman KM, Eitle TMN, Michael D, Eitle DJ, Lee R, Johnson L, Cobb-Roberts D, Dorn S, Shircliffe B. Am. Educ. Res. J. 2004; 41(3): 605-631.

Copyright

(Copyright © 2004, American Educational Research Association, Publisher SAGE Publishing)

DOI

10.3102/00028312041003605

PMID

unavailable

Abstract

In the wake of both the end of court-ordered school desegregation and the growing popularity of accountability as a mechanism to maximize student achievement, the authors explore the association between racial segregation and the percentage of students passing high-stakes tests in Florida's schools. Results suggest that segregation matters in predicting school-level performance on the Florida Comprehensive Assessment Test after control for other known and purported predictors of standardized test performance. Also, these results suggest that neither recent efforts by the state of Florida to equalize the funding of education nor current efforts involving high-stakes testing will close the Black-White achievement gap without consideration of the racial distribution of students across schools.