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Version 1.1 – Updated August 2021

Desegregation

Overview

  • Influence: Desegregation
  • Domain: School
  • Sub-Domain: School compositional effects
  • Potential to Accelerate Student Achievement: Likely to have positive impact
  • Influence Definition: A comprehensive, legally enforced program for eliminating the barriers that kept schools racially homogeneous. In the United States, attempts at desegregation were primarily the result of three court rulings: Brown v. Board of Education of Topeka (347 U.S. 483, 1954); Green v. County School Board of New Kent (391 U.S. 430, 1968); and Swann v. Charlotte-Mecklenburg Board of Education (402 U.S. 1, 1971). Desegregation aims to equalize educational opportunities in the United States for racial minorities, particularly for African Americans.

Evidence

  • Number of meta-analyses: 10
  • Number of studies: 335
  • Number of students: 6,731
  • Number of effects: 723
  • Effect size: 0.28

Meta-Analyses

Meta-Analyses
Journal Title Author First Author's Country Article Name Year Published Variable Number of Studies Number of Students Number of Effects Effect Size
Urban Review Krol USA A meta-analysis of the effects of desegregation on academic achievement 1980 Desegregated vs. segregated classes in US 71 0 71 0.16
Unpublished Thesis McEvoy USA A meta-analysis of comparative research on the effect of desegregation on academic achievement and self-esteem of black students 1982 Desegregated vs. segregated classes in US 29 0 29 0.20
Unpublished Conference Paper Miller & Carlson USA School desegregation as a social reform: a meta-analysis of its effects on black academic achievement 1982 Desegregated vs. segregated classes in US 19 0 34 0.19
Report Walberg USA Desegregation and educational productivity. Final report 1982 Desegregated vs. segregated classes in US 19 0 19 0.88
National Institute on Education Armor USA The Evidence of Desegregation and Black Achievement 1983 Desegregated vs. segregated classes in US 19 0 51 0.05
Conference Paper Bryant USA Desegregation and black student achievement: Results from a meta-analysis 1983 Desegregated vs. segregated classes in US 31 0 31 0.45
The American Journal of Sociology Crain & Mahard USA The Effect of Research Methodology on Desegregation-Achievement Studies: A Meta-Analysis 1983 Desegregated vs. segregated classes in US 93 0 323 0.08
National Institute on Education Wortman USA School desegregation and Black achievement: an integrative review 1983 Desegregated vs. segregated classes in US 31 0 98 0.45
Advances in Applied Social Psychology Stephan USA The Effects of School Desegregation: An Evaluation 30 Years 1983 Desegregated vs. segregated classes in US 19 0 63 0.15
Studies in Educational Evaluation Goldring & Addi Israel Using Meta-Analysis to Study Policy Issues: The Ethnic Composition of the Classroom and Achievement in Israel 1989 Desegregated vs. segregated classes in Israel 4 6,731 4 0.15
TOTAL/AVERAGE 335 6,731 723 0.28

Confidence

The Confidence is the average of these four measures, each divided into five approximately equal groups and assigned a value from 1 to 5 based on the following criteria:

  • Number of Meta-analyses
    • 1 = 1
    • 2 = 2–3
    • 3 = 4–6
    • 4 = 7–9
    • 5 = 10+
  • Number of Studies
    • 1 = 1–10
    • 2 = 11–50
    • 3 = 51–200
    • 4 = 201–400
    • 5 = 400+
  • Number of Students
    • 1 = 1–2,500
    • 2 = 2,501–10,000
    • 3 = 10,000–20,000
    • 4 = 20,000–100,000
    • 5 = 100,001+
  • Number of Effects
    • 1 = 1–100
    • 2 = 101–300
    • 3 = 301–600
    • 4 = 601–1,200
    • 5 = 1,200+
Confidences
Number of Meta-Analyses Number of Studies Number of Students Number of Effects Overall Confidence
Confidence Factor 5 4 2 4 4
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