title: Black Achievement in a Desegregated School District.
abstract: This study compared the achievement of black students (N = 1115) who attended segregated schools with the achievement of black students (N = 810) who attended desegregated schools. Analyses of covariance indicated that after controlling for previous achievement level, student sex, prior school experience, social status, parental involvement, and attitude toward education the segregated black students had the highest adjusted language arts, reading, and mathematics posttest scores. In addition to differences in ethnic composition between the segregated and desegregated schools, several potential confounding factors could have caused these results.
authors.affiliation: a Dallas Independent School District , USA.
authors.forename: Daniel S
authors.initials: DS
authors.lastname: Sheehan