Racial/ethnic disparities in academic achievement in U.S. middle schools: An integrated multilevel modeling approach
研究美国中西部36所城市公立中学的11年数据，发现家长监督、师生关系和学校种族多样性对学业成就有独立正向影响，且对拉丁裔学生和低社会经济地位学校学生有特殊作用。
= 11 years; 40% Latino, 31% Black, and 29% White) of US students attending 36 urban public middle schools in the Midwest, this study explored the effects of parents, teachers, and school context at the beginning of middle school (fall of sixth grade) on academic achievement at the end of middle school (spring of eighth grade). The results of a hierarchical linear model indicated that a higher level of parental monitoring (b = 0.31, p < .001), positive student-teacher relationships (b = 0.12, p = .030), and greater school racial and ethnic diversity (b = 1.08, p = .044) were independently associated with higher academic achievement. An examination of mesosystem effects revealed that for Latina/o students, attending a more racially and ethnically diverse school was associated with higher academic achievement, especially for those who reported having positive relationships with teachers (b = 0.42, p = .002). Moreover, parental monitoring was particularly beneficial for students attending low-socioeconomic schools (b = 0.92, p = .002). Implications for educational practice and policy aimed at reducing racial and ethnic disparities in education are discussed.