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Minority Students

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Minority students—those who do not belong to a region's or nation's majority racial or ethnic group—may be subject to discrimination, whether sanctioned or passive, that can affect their educational achievement. RAND has examined minority student test scores, English fluency among U.S. minorities, and the mental health of minority students and its effects on academic success.

Tool
How Does Racial Bias Compound Over Time?
Even small amounts of racial bias in education, income, and wealth can compound over time to create significant differences in outcomes. A new tool illustrates how varying degrees of bias can add up to large inequities over lifetimes and generations.
Jul 27, 2022
Report
Anti-Bias Education in U.S. Public Schools
Teaching students explicitly about issues of identity, diversity, equity, and bias can lead to positive outcomes. Nearly three in four K–12 teachers reported that they provide such anti-bias instruction, but more than half said that their school's or district's curriculum materials did not adequately address anti-bias topics.
Feb 22, 2022

Explore Minority Students

Tool
How the Effects of Racial Bias Compound
Researchers illustrate the ways in which small effects of racial bias can compound over lifetimes. Users of this tool can adjust the amount of racial bias to see its effects on educational achievement, income growth, and wealth accumulation.
Jul 27, 2022
Multimedia
A Snapshot of Anti-Bias Education in U.S. K–12 Schools
In this webinar, RAND researchers share data from a national teacher survey administered in spring 2021 concerning the extent to which public school teachers report addressing anti-bias education in their K-12 classrooms. Discussants from organizations that support high-quality teaching and learning reflect on the findings and their implications for helping all students in public schools succeed.
Apr 18, 2022
Report
Key Factors in Designing the Health System–Community Pathways Program for African American/Black Children and Young Adults
This report describes the development of key factors in framework design for the Health System-Community Pathways Program, which aims to increase representation of African American/Black communities in the U.S. health care system workforce.
Apr 14, 2022
Commentary
Finding Teachers and Bus Drivers Is a Big Problem, but a Different Staffing Challenge Is Looming in School Districts
The majority of school districts report they don't have enough staff to hire, particularly substitutes, bus drivers, and special education teachers. A recent survey also revealed a major challenge for the superintendency. Only half of superintendents said they were likely to stay in their jobs for the long term.
Feb 17, 2022
Report
Challenges That May Be Getting in the Way of Student Learning
As of November 2021, school district leaders' top three concerns were the mental health of students, teachers, and principals. And 74 percent of them said that political polarization about COVID-19 safety or vaccines was interfering with their ability to educate students.
Feb 8, 2022
Report
Changes in School Composition During the COVID-19 Pandemic: Implications for School-Average Interim Test Score Use
The coronavirus disease 2019 pandemic has exacerbated concerns about using school-aggregate test scores to monitor school performance. In this report, researchers investigate how changes to school composition may contaminate aggregate scores.
Jan 19, 2022
Report
Establishing Feeder-Designation Relationships with Colleges and Universities to Increase Racial and Ethnic Diversity in Air Force Officer Accessions
This Perspective presents conceptual design considerations for implementing a feeder system as an enhanced marketing and outreach program to assist the U.S. Air Force with increasing racial and ethnic diversity in officer accessions.
Dec 30, 2021
Report
Expanding Charter School Capacity: The Case of Propel Montour
Researchers examine the expansion of Propel Schools, a small, regional charter school network in southwestern Pennsylvania, to describe the academic and behavioral experiences of continuing and expansion students from fall 2017 to spring 2020.
Sep 29, 2021
Report
Has COVID-19 Led to Divergent and Inequitable Pathways in Education?
Remote schooling is associated with fewer instructional opportunities and potentially poorer student outcomes compared with in-person schooling. Nevertheless, many schools will continue to offer a remote option after the pandemic has passed.
May 27, 2021
Periodical
RAND Review: May-June 2021
The cover story highlights the value of invention, analyzing the economic and social impacts of winners of the Lemelson-MIT Prize. A second feature focuses on human rights abuses against ethnic Uyghurs in China and what we know from satellite images.
May 6, 2021
Multimedia
COVID-19 and the Digital Divide: Inequities in Online Learning
RAND senior policy researcher Julia Kaufman explains how the digital divide impacted teaching and learning when schools closed last spring in response to the COVID-19 pandemic.
Oct 16, 2020
Report
The Digital Divide and COVID-19
Findings from a survey of U.S. teachers reveal how limited home internet access has been a barrier to providing instruction amid pandemic-related school closures. The problem is particularly acute among high-poverty schools.
Sep 24, 2020
Research Brief
The Intensive Partnerships for Effective Teaching: A Comparison of School Outcomes
RAND researchers study the Intensive Partnerships for Effective Teaching initiative and find associations between school improvement and staff perceptions of school leaders' behaviors, staff cohesion, and factors outside schools' control.
Sep 21, 2020
Report
Variation in Improvement Among Schools in the Intensive Partnerships for Effective Teaching
RAND researchers investigate factors that might be associated with positive student outcomes for schools that improved during the six years of the Intensive Partnerships for Effective Teaching initiative.
Sep 21, 2020
Report
Principals Need More Support to Help Students with Disabilities, Especially in Schools That Serve Mostly Students of Color
Principals play a critical role in supporting America's 6.7 million students with disabilities. But most principals—especially those who lead schools that serve mostly students of color—believe that their schools could do a better job in this area.
Dec 31, 2019
Blog
Boris Johnson, Teacher Training, Youth Arrests: RAND Weekly Recap
This weekly recap focuses on Boris Johnson's Brexit challenge, how educators feel about their training programs, a spike in youth arrests, and more.
Jul 26, 2019
Report
How Prepared Are Educators to Support Diverse Students?
Most principals and teachers surveyed agreed that their preservice training prepared them to lead a school or teach in a classroom, but just over 60 percent of them felt prepared to support nonwhite and low-income students. White educators felt less prepared than their nonwhite peers.
Jul 25, 2019
Research Brief
Results from the Intensive Partnerships for Effective Teaching Initiative
A multiyear effort aimed at increasing students' access to effective teaching failed to achieve its goals for improved student achievement and graduation. However, the participating school districts and charter management organizations did implement better measures of teaching effectiveness.
Feb 11, 2019
Commentary
The Impact of Restorative Practices
A recent RAND report focuses on estimates of the impact of restorative practices on comprehensive outcome measures for all students. The report defines these measures in seven outcome domains and leads with the impact on suspensions. It estimates the impact on 50 secondary measures and on the seven primary measures for numerous student subgroups defined by race, income, special needs and English language learner status.
Jan 17, 2019

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RAND Topic:
Minority Students

Topic Synonyms:
Students of Color

Research conducted by

RAND Education and Labor