The sample is limited to black and white students. These models are different than the ones for income segregation.

Model 1 demonstrates that white students had significantly higher math and reading achievement than black students.

Model 2 explores the relationship between income segregation and income. It was found that there is a positive and significant relationship between race and income segregation for math and reading achievement. The achievement gap between white and black students is greater in highly segregated places.

Model 3 controls for the MSA that the child lives in. It was found in places that integrated the MSA's there is no achievement gap between black and white students. However, as income segregation increases in a particular area, white students perform significantly better in math and reading than black students.