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spring of 1988. Students were resurveyed in 1990, 1992, 1994 and 2000. The NELS:88 data is relevant research about educational processes and outcome which include student learning, predictors of dropping out and effects on students' access to equal education. Studying the minority-concentration and educational-attainment relationship is important because “racialsegregation resultsinblacks and Latinos attendingschoolsand living in neighborhoods with higher proportions of minorities than whites.” (Goldsmith, 2009, 4) This study hypothesized that segregation perpetuates racial inequality and that the percentage of black or Latino in a neighborhood negatively affects individuals' educational achievement.

The focus of ( Goldsmith, 2009) was the circumstances surrounding segregated schools, and possible causes of the segregation. This research summarized findings of previous studies and found that “The racial segregation of neighborhoods is principally responsible for the racial segregation of schools” (Goldsmith, 2009, p10).that show that schools that attempted to change from white, segregated schools to integrated schools had high rates of teachers and staff who reported that they did not receive adequate training to teach in integrated settings. Goldsmith also concluded that schools of segregated populations of Black and Latino students were less likely to graduate from high school and attain a bachelor's degree than students in predominantly white schools. Empirical data from previous studies was analyzed the correlation between segregated neighborhoods, segregated schools and educational outcomes. This research supports earlier discussed hypotheses of segregation's affect on individual achievement and community social capital by analyzing the validity of the “perpetuation theory”. This theory maintains that Blacks and Latinos who experience segregation in schools and their communities continue to be segregated in other social institutions over the course of their lives fail to develop networks with whites or the knowledge for developing these networks.

These networks are important because they carry high-status knowledge, for example, about college admission procedures. “An inability to form social ties with whites and to access information in white networks reduces the life chances of blacks and Latinos well after adolescence”. (Goldsmith, 2009, p10). Goldsmith, 2009 also presents reason for future research to study schools in predominantly minority neighborhoods as it would provide valuable data on effects of segregation on student achievement. The method for this research included NELS data as stated before as well as an analysis of students' residential zip code areas retrieved from eth 1990 and 1992 census reports.

The research conducted by (Austin, A M, 2008) clearly lays out data for the correlation between segregated schools and achievement on non-white students. The weight of the findings in this study further legitimize the importance of the two previous studies discussion of the long-term, quality of life disparities caused by the lack-luster community social capital of students in segregated schools and segregated neighborhoods. The main focus of this research was to compare the grade point averages of white male and female students to the grade point averages of male and female minority students. The student's high school GPAs are then used a measure to project future college ach