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First Grade Reading Suffers in Segregated Schools [FPG.UNC.edu]

FirstGrade

A groundbreaking study from the Frank Porter Graham Child Development Institute has found that African-American students in first grade experience smaller gains in reading when they attend segregated schools—but the students’ backgrounds likely are not the cause of the differences.

 

According to the Center for Civil Rights, although the United States is becoming more racially and ethnically diverse, segregation is still on the rise. To better understand segregation’s impact on student performance, FPG scientists looked at nearly 4000 first graders in public schools nationwide.

 

“When the minority composition of schools was 75% or more, the growth in African American first graders’ reading skills lagged behind their African-American peers in more integrated schools,” said Kirsten Kainz, FPG’s director of statistics. “This alone wasn’t news. Numerous studies have shown how the performance of African American students suffers in segregated schools.”

 

Kainz said that researchers have long faced a difficult problem when investigating the reasons behind differences in reading development or other learning outcomes in segregated settings.

 

[For more of this story, written by Kristen Kainz, go to http://fpg.unc.edu/news/first-...s-segregated-schools]

 

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