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Abstract
The present study examined the impact of attending a predominantly Black school and school quality on Black children’s academic engagement and motivation during late elementary school. Academic engagement and motivation were assessed in a sample of 182 Black boys and girls at ages 10 and 11. Longitudinal changes in children’s academic engagement and motivation were estimated using a latent change score model. Findings indicated increases in emotional academic engagement for children attending predominantly Black schools, with a significant interaction between school racial composition and school quality such that attending higher quality schools indicated no declines in emotional engagement. The current study highlights the important role of school racial composition in shaping Black children’s academic outcomes. Specifically, attending a predominantly Black school represents a potential protective factor against declines in academic engagement and motivation that often occur during middle school. Implications for future research on Black children’s academic outcomes are discussed.