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This study explores various measures of the ethnic makeup in a classroom and their relationship with student outcomes. We examine whether measures of ethnic diversity are related to achievement (mathematics, reading) and feeling of belonging with one’s peers over and above commonly investigated composition characteristics. Multilevel analyses were based on data from a representative sample of 18,762 elementary school students in 903 classrooms. The proportion of minority students and diversity measures showed negative associations with student outcomes in separate models. Including diversity measures and the proportion of minority students, diversity of minority students mostly lost its significance. However, the results suggest that diversity measures may provide additional information over and above other classroom characteristics for some student outcomes. The various measures of diversity led to comparable results. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
William S. Campbell’s research on the apostle Paul has been at the forefront of overcoming anti-Jewish interpretations. His career has been characterised by academic rigour and social and interfaith engagement. His interpretive approach is committed to formulating Christian identity in positive relation to others and thus contributes to provide a vital basis for Jewish-Christian and Interfaith relations in general for the future.