摘要：This study investigates the relationships among racial diversity, school performance, and school location. Through spatial regression techniques, we find evidence of a positive relationship between achievement score and racial diversity for the fourth grade students in Georgia’s public schools. Direct effects, as defined by the spatial Durbin error model, are stronger in urban schools which are at the lowest levels of racial diversity. In contrast, indirect effects are present at the highest levels of racial diversity, namely in suburban and town schools.
关键词：educational achievement; racial inequality; school location
