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This study examines the effectiveness of a simultaneous-assignment school in which teachers and principals teach minority students that are segregated in separate learning environments. Using data from the 2004 National Assessment of Educational Progress (NAEP), we found that the potential disadvantages of being taught by non-experts facing students who were taught by peers in a simultaneous-assignment school have not come to pass. Specifically, there were no significant differences in achievement for students who were taught in a simultaneous-assignment school versus students 6add127376 ranghas
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