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Using the North Carolina State Department of Public Instruction (NCDPI) dataset, it tests Algebra I and English I End-of-Course exam scores for ninth graders (N=134,646) in 2007–2008. Controls include race/ethnicity, economic disadvantage, and gifted designation, plus school-level factors such as teacher experience, training, accreditation, and the share of Black or Latino students. Results indicate adverse effects up to about three points in Algebra I, and teacher attributes may moderate some outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/adverse-impact-of-racial-isolation-on-student-performance-a-study-in-north-carolina-601675/601675/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/adverse-impact-of-racial-isolation-on-student-performance-a-study-in-north-carolina-601675/601675.png","ImageObject",300,407,{"name":92,"@type":93},"anakgang17","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main research goal in North Carolina?","Question",{"text":112,"@type":113},"To determine whether increased racial isolation negatively impacts Black students’ academic performance in North Carolina high schools.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which data and outcome measures does the study use?",{"text":117,"@type":113},"It uses the NCDPI dataset and analyzes Algebra I and English I End-of-Course exam scores for ninth graders.",{"name":119,"@type":110,"acceptedAnswer":120},"What factors are controlled in the analysis?",{"text":121,"@type":113},"The study controls student-level characteristics (race/ethnicity, economic disadvantage, gifted designation) and school-level characteristics (teacher experience, training, accreditation, and the percentage of Black or Latino students).","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601675,1792171971,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883568,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","| education policy analysis archives\u003Cbr>A peer-reviewed, independent, open access, multilingual journal | \u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>epaa\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>aape |\n| --- | --- |\n|  | Arizona State University |\n| Volume 22 Number 14 March 10th, 2014 ISSN 1068-2341 |  |\n\nAdverse Impact of Racial Isolation on Student Performance:  \nA Study in North Carolina  \nAndy Sharma  \nUniversity of Denver  \nUnited State of America  \nAnn Moss Joyner  \nCedar Grove Institute  \nUnited State of America  \n&  \nAshley Osment  \nUniversity of North Carolina at Chapel Hill  \nUnited State of America  \nCitation: Sharma, A., Joyner, A.M., & Osment, A. (2014) . Adverse impact of racial isolation on student performance: A study in North Carolina. Education Policy Analysis Archives, 22 (14) .  \n[http://dx.doi.org/10.14507/epaa.v22n14.2014](http://dx.doi.org/10.14507/epaa.v22n14.2014)  \nAbstract: This study examines the impact of racial isolation on high school student performance in North Carolina, a state in the southeast United States. Our research goal is to investigate if increased isolation negatively impacts Black students’academic performance. Employing the North Carolina State Department of Public Instruction (NCDPI) dataset, we test for this using Algebra I and English I scores on End-of-Course exams for ninth graders (N = 134,646) during the 2007-2008 school year. We control for student-level characteristics, such as race and ethnicity, economic disadvantage (eligibility for free and reduced-price lunch), and designation as gifted. We also analyze  \nJournal website: [http://epaa.asu.edu/ojs/ ](http://epaa.asu.edu/ojs/  Manuscript)[ Manuscript](http://epaa.asu.edu/ojs/  Manuscript) received: 2/28/2013  \nFacebook: /EPAAA Revisions received: 8/26/2013  \nTwitter: @epaa_aape Accepted: 1/2/2014  \nEducation Policy Analysis Archives Vol. 22 No. 14 2  \nthe effect of school-level characteristics, such as teacher experience, teacher training (advanced degree), teacher accreditation (fully licensed), and the percentage of students who were Black or Latino. Our results suggest racial isolation adversely impacts student performance on Algebra I by as much as three points. With our restricted hierarchical dataset and multi-level modeling, we (a) contribute to the growing body of literature, which finds a negative association between racial isolation/segregation and student performance, and (b) find teacher attributes can moderate some of the adverse student outcomes.  \nKeywords: student achievement gaps; improving Black student performance; North Carolina.  \nEl impacto Adverso del Aislamiento Racial en el rendimiento de los estudiantes: un estudioen Carolina del Norte.  \nResumen: Este estudio examina el impacto del aislamiento racial en el desempeño de estudiantes de escuelas secundarias en Carolina del Norte, un estado en el sureste de Estados Unidos. Nuestra objetivo de investigación fue investigar si el mayor aislamiento repercute negativamente en el rendimiento académico de los estudiantes negros. Empleando datos del Departamento de Instrucción Pública del Estado de Carolina del Norte ( NCDPI ) de puntuaciones Álgebra I y Inglés I en exámenes de Fin de Curso para estudiantes de noveno grado (N = 134.646 ) durante el añoescolar 2007-2008. Controlando las características a nivel estudiantil, como raza y origen étnico, desventaja económica (la elegibilidad para programas de almuerzo gratis o a precio reducido), y su designación como intelectualmente dotado. También se analizó el efecto de las características a nivel de la escuela, como experiencia docente, formación del profesorado (título avanzado), la acreditacióndel profesorado (con licencia), y el porcentaje de estudiantes Negros o Latinos. Nuestros resultadossugieren que el aislamiento racial afecta negativamente en hasta tres puntos el desempeño estudiantilen Algebra I. Con nuestra base de datos jerárquica y modelización multinivel, contribuimos alcreciente cuerpo de literatura que ( a) encuentra una asoc","cbCaiiOi4zFfmPb4","https://ap.wps.com/l/cbCaiiOi4zFfmPb4","pdf",545046,23,"English","# Abstract\n# Keywords\n## Adverse Impact Analysis","[{\"question\":\"What is the study’s main research goal in North Carolina?\",\"answer\":\"To determine whether increased racial isolation negatively impacts Black students’ academic performance in North Carolina high schools.\"},{\"question\":\"Which data and outcome measures does the study use?\",\"answer\":\"It uses the NCDPI dataset and analyzes Algebra I and English I End-of-Course exam scores for ninth graders.\"},{\"question\":\"What factors are controlled in the analysis?\",\"answer\":\"The study controls student-level characteristics (race/ethnicity, economic disadvantage, gifted designation) and school-level characteristics (teacher experience, training, accreditation, and the percentage of Black or Latino students).\"}]","Adverse Impact of Racial Isolation on Student Performance - A Study in North Carolina | PDF",1792093219,58]