期刊名称：RSF: The Russell Sage Foundation Journal of the Social Sciences
印刷版ISSN：2377-8253
电子版ISSN：2377-8261
出版年度：2021
卷号：7
期号：1
页码：187-202
DOI：10.7758/RSF.2021.7.1.11
出版社：Russell Sage Foundation
摘要：In this article, we use administrative data from three cohorts of North Carolina public high school students to examine the effects of within-school segregation on the propensity of academically eligible black high school students to take advanced math courses. Our identification strategy takes advantage of cohort-tocohort variation in the share of eleventh and twelfth grade black students enrolled in advanced math courses when a cohort first enters a school in the ninth grade. We find that a 1 point increase in the percentage of black eleventh and twelfth graders in advanced math courses increases the likelihood that an academically eligible black student will take an advanced math course before they graduate by 22 percentage points in racially diverse schools. Effects are larger for black males.
