@Article{crph1124,
AUTHOR = {Assari, Shervin and Zare, Hossein},
TITLE = {Black-White Gap Across Levels of Educational Childhood Opportunities: Findings from the ABCD Study},
JOURNAL = {Current Research in Public Health},
VOLUME = {4},
YEAR = {2024},
NUMBER = {6},
PAGES = {365-380},
URL = {https://www.scipublications.com/journal/index.php/OJER/article/view/1124},
ISSN = {2831-5162},
DOI = {10.31586/ojer.2024.1124},
ABSTRACT = {Objective: This study examines racial disparities in educational outcomes—including reading proficiency, grade point average (GPA), school discrimination, and school disciplinary actions—across regions with different levels of educational childhood opportunity index (COI). Our aim is to explore how these racial gaps between Black and White students vary in areas with differing educational opportunities. We hypothesize that higher COI is associated with smaller academic achievement gaps but may also correspond with greater racial bias in unfair school treatment. Methods: Data were drawn from the Adolescent Brain Cognitive Development (ABCD) study, which provides comprehensive measures of educational outcomes, cognitive performance, and COI. National COI rankings were used to classify regions into five categories: very high, high, average, low, and very low educational opportunity. We analyzed racial gaps in reading proficiency, and experiences of discrimination and suspension across these COI categories. Multi-group Structural Equation Models (SEM) were used to assess how the relationship between race and educational outcomes varies across COI levels. Results: Our findings confirmed that Black-White gaps in reading proficiency and cognitive test performance (Flanker task) were less pronounced in regions with higher COI. However, racial disparities in school disciplinary actions and experiences of discrimination were more pronounced in higher-opportunity areas. Specifically, the effect of Black race was stronger in regions with the highest COI, where Black students experienced a disproportionately higher rate of unfair school treatment, including both school discrimination and suspensions, compared to their White peers. Conclusion: This exploratory study supports that while higher educational opportunities are associated with smaller academic achievement gaps between Black and White students, they might be linked to increased racial bias in school disciplinary actions and discriminatory treatment. These findings underscore the complexity of educational equity, suggesting that improving access to quality education alone is insufficient to eliminate racial disparities in school experiences. Addressing school-based bias and discrimination must accompany efforts to enhance educational opportunities.},
}

%0 Journal Article
%A Assari, Shervin
%A Zare, Hossein
%D 2024
%J Current Research in Public Health

%@ 2831-5162
%V 4
%N 6
%P 365-380

%T Black-White Gap Across Levels of Educational Childhood Opportunities: Findings from the ABCD Study
%M doi:10.31586/ojer.2024.1124
%U https://www.scipublications.com/journal/index.php/OJER/article/view/1124

TY  - JOUR
AU  - Assari, Shervin
AU  - Zare, Hossein
TI  - Black-White Gap Across Levels of Educational Childhood Opportunities: Findings from the ABCD Study
T2  - Current Research in Public Health
PY  - 2024
VL  - 4
IS  - 6
SN  - 2831-5162
SP  - 365
EP  - 380
UR  - https://www.scipublications.com/journal/index.php/OJER/article/view/1124
AB  - Objective: This study examines racial disparities in educational outcomes—including reading proficiency, grade point average (GPA), school discrimination, and school disciplinary actions—across regions with different levels of educational childhood opportunity index (COI). Our aim is to explore how these racial gaps between Black and White students vary in areas with differing educational opportunities. We hypothesize that higher COI is associated with smaller academic achievement gaps but may also correspond with greater racial bias in unfair school treatment. Methods: Data were drawn from the Adolescent Brain Cognitive Development (ABCD) study, which provides comprehensive measures of educational outcomes, cognitive performance, and COI. National COI rankings were used to classify regions into five categories: very high, high, average, low, and very low educational opportunity. We analyzed racial gaps in reading proficiency, and experiences of discrimination and suspension across these COI categories. Multi-group Structural Equation Models (SEM) were used to assess how the relationship between race and educational outcomes varies across COI levels. Results: Our findings confirmed that Black-White gaps in reading proficiency and cognitive test performance (Flanker task) were less pronounced in regions with higher COI. However, racial disparities in school disciplinary actions and experiences of discrimination were more pronounced in higher-opportunity areas. Specifically, the effect of Black race was stronger in regions with the highest COI, where Black students experienced a disproportionately higher rate of unfair school treatment, including both school discrimination and suspensions, compared to their White peers. Conclusion: This exploratory study supports that while higher educational opportunities are associated with smaller academic achievement gaps between Black and White students, they might be linked to increased racial bias in school disciplinary actions and discriminatory treatment. These findings underscore the complexity of educational equity, suggesting that improving access to quality education alone is insufficient to eliminate racial disparities in school experiences. Addressing school-based bias and discrimination must accompany efforts to enhance educational opportunities.
DO  - Black-White Gap Across Levels of Educational Childhood Opportunities: Findings from the ABCD Study
TI  - 10.31586/ojer.2024.1124
ER  -