Their key difference from previous papers (and therefore, the relevance of this paper) on this topic is summed as such:
We find that specific characteristics of teachers and peers previously found to have significant effects on achievement account for a sizeable portion of the growth in the achievement gap. These findings differ from those of Fryer and Levitt (2004), Murnane, Willett, Bub, and McCartney (2005) and others who do not focus on those variables for which there exist large differences by race and strong evidence that they are important determinants of achievement.
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