How Districts Differ: Understanding Black Student Academic Growth Across U.S. Districts

• In Event: AERA Roundtable Session Wednesday 3:45 pm
  In Roundtable Session: Racialization, State Power, and Resilience: Comparative Perspectives on National Education Systems

Abstract

This study examines district-level variation in Black student learning rates across 3,151 U.S. school districts using data from the Stanford Education Data Archive covering 11 academic years. Learning rates, defined as the change in test scores as students progress from one grade to the next within a cohort, were estimated using empirical Bayes methods within a two-level hierarchical linear model. Findings reveal significant heterogeneity: average district learning rates ranged from below zero to over one grade level per year. These results highlight meaningful within-group differences in Black student growth and underscore the role of district context in shaping academic outcomes. The study informs equity-driven policy by identifying where Black students are thriving—and where urgent support is needed.

Authors

• Darnell Leatherwood, University of Michigan

• Faeze Safari, University of Connecticut

• Jennifer Aracely Rodriguez, University of Michigan Ann Arbor