Christy Lleras

TL;DR: This paper examined the collective impact of cognitive skills and non-cognitive behaviors in high school on educational attainment and earnings for a tenth grade cohort, 10 years later in 2000, using data from the National Educational Longitudinal Study (NELS).

TL;DR: The authors teste les travaux exposes en aout 1998 dans la presente revue par Ainsworth-Darnell et Downey and parvient a la conclusion opposee, qu'il est premature de rejeter la culture d'opposition comme un mecanisme pouvant influencer des performances scolaires moins elevees chez les etudiants de minorites ethniques ou d'origine modeste.

TL;DR: This article used the National Educational Longitudinal Study to model educational inequality as a feedback process among course placement, student engagement, and academic achievement, separately for students in schools with high and low percentages of African American students.

TL;DR: This paper examined the impact of ability grouping practices on the achievement gains among African Americans and Hispanics during elementary school using data from the Early Childhood Longitudinal Study and found that students who were lower grouped for reading instruction learn substantially less, and higher grouped students learn slightly more over the first few years of school, compared to students who are in classrooms that do not practice grouping.

TL;DR: The authors examined whether students in certain school contexts may be more likely to experience hostility in school that is detrimental to the overall learning environment and found that high-achieving African American and Hispanic students are more at risk of verbal harassment within predominantly minority schools.