This particular article is a detailed study of the effects of racial diversity in public schools. Taking into account racial diversity, academic achievement, and school location, the data in this study are based on fourth grade public school pupils in the state of Georgia for the 2011-2012 school year. The article goes on to explore the positive correlation between achievement scores and peer effects. As stated in the article, peer racial effects mean that low-achieving peers gain more by being exposed to high-achieving peers than high-achieving peers lose by being exposed to lower-performing peers. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay However, he goes on to explain that there is a negative correlation when it comes to racial diversity and achievement scores, which could be the result of under-supplied schools. The article is divided into a total of 7 sections, following the research data accordingly. Section 1 is a simple introduction to the study, while the second section focuses on local spillover effects and student mobility in Georgia public schools. Section 3 examines the microeconomic context. It goes on to explain that they follow de Bartolome's (1990) model as his analytical approach fits the paper for 3 specific reasons. First, de Bartolome's model considers a public education system at the local level in which communities express their preferences on school inputs. Second, the model considers two neighboring communities where mobility patterns are determined by peer effects and school quality. Third, de Bartolome shows how perfectly integrated, mixed and perfectly segregated communities can exist. Fourth, his model will be useful for interpreting our results. The following part introduces the main points of de Bartolomé's model. Section 4 examines school-level variables collected by the Georgia Department of Education, the Governor's Office for Student Achievement (2015), and the National Center for Education Statistics (NCES, 2015) that only covered l 2011-2012 academic school year The article goes on to explain the empirical strategy and estimation approach in section 5 which brings the results reported in section 6 and the conclusions of section 7. Based on the evidence and data provided in this paper, the results showed a positive correlation when it came to both racial diversity and achievement scores in Georgia public schools. If racial integration is a successful strategy for boosting achievement scores, this study suggests that it should be implemented where the overall effect is strongest, namely in suburban and city schools. The study conducted in this article concluded that racial diversity does, in fact, play a role when it comes to academic achievement in the case of Georgia public school students. Reflection As a Hispanic student who attended public school in a low-income neighborhood income for most of my early years, I was quite interested in this article. However, I personally believe there should be more in-depth research into how racial diversity impacts students academically, especially in this day and age when there is an influx of minorities into the United States. It is important that students are not segregated, but instead taught together in one class in a manner.