Early reading achievement is essential for all children’s development and future success. However, U.S. schools continue to under prepare Black children in early literacy, as evidenced by disparate outcomes observed for this population of learners. The under preparation of Black students is problematic, given the strong negative correlation between early reading proficiency and high school graduation. Preschool learning opportunities are a means to curb this trend, but these instructional opportunities vary in quality and effectiveness. Variations in quality may significantly impact Black girls. Little specific attention has been given to the early reading of Black girls.’ Therefore, this article’s purpose is to assess the effects of schools on the early reading achievement of Black girls. This study used multilevel modeling to gauge the effects of schools on Black girls’ early reading achievement. Our estimates provide correlational inferences concerning the associations between school characteristics and the early reading achievement of Black girls. The reading achievement of a representative sample of Black girls (N = 886) and their corresponding schools was used to assess school effects. The schools’ socioeconomic status (SES) and school locations were the primary school characteristics of interest. Results indicate that schools account for approximately 18% of the variation in Black girls’ early reading achievement. Thus, schools play a meaningful role in the early reading achievement of Black girls. School-level SES was negatively correlated with Black girls’ early reading achievement, but this effect was mediated by school location. In conclusion, schools’ observed effects on early Black girl achievement were moderate and influenced by school location. Implications for supporting the early reading achievement of Black girls are provided for educational stakeholders.

中文翻译：

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学校质量很重要：学校对黑人女孩早期阅读成绩影响的多层次分析

早期阅读成就对所有儿童的发展和未来的成功至关重要。然而，美国学校继续为黑人儿童的早期识字做好准备，这一点学生群体观察到的不同结果证明了这一点。鉴于早期阅读能力与高中毕业之间存在很强的负相关性，黑人学生的准备不足是有问题的。学前学习机会是遏制这种趋势的一种手段，但这些教学机会的质量和有效性各不相同。质量的变化可能会对黑人女孩产生重大影响。黑人女孩的早期阅读很少受到特别关注。因此，本文的目的是评估学校对黑人女孩早期阅读成绩的影响。本研究使用多层次模型来衡量学校对黑人女孩早期阅读成绩的影响。我们的估计提供了关于学校特征与黑人女孩早期阅读成绩之间关联的相关推论。黑人女孩代表性样本的阅读成绩（N = 886）及其对应的学校用于评估学校效果。学校的社会经济地位（SES）和学校位置是感兴趣的小学特征。结果表明，学校占黑人女孩早期阅读成绩差异的大约 18%。因此，学校在黑人女孩的早期阅读成绩中发挥着重要作用。学校层面的社会经济地位与黑人女孩的早期阅读成绩呈负相关，但这种影响受学校位置的调节。总之，学校观察到的对早期黑人女孩成绩的影响是中等的，并且受学校位置的影响。为教育利益相关者提供了支持黑人女孩早期阅读成就的启示。