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Cherise Smith, Ph.D, Director JES A232A, Mailcode D7200, Austin, TX 78712 • 512-471-1784

Keith Robinson

Assistant Professor Ph.D., 2006, Sociology, University of Michigan

Assistant Professor of Sociology
Keith Robinson


  • Phone: 512-475-8641, 512-471-8399
  • Office: MAI 2310, BUR 472
  • Campus Mail Code: G1800


Keith Robinson's research focuses on the determinants and implications of test score (achievement) inequality in K-12 education. With the enactment of the No Child Left Behind Act the push to equalize achievement differences among poor performing groups has garnered considerable attention from policy makers and the general public. Specifically, there is wide interest in identifying factors that lead some groups of students to perform better than others. D. Robinson's work highlights the extent to which family and school factors contribute to achievement inequality, and suggests ways to equalize these differences. Much can be learned by examining the various stages of K-12 education since the determinants of achievement disparities change as children progress through schooling.

NIH Biosketch


Education, Social Inequality


Robinson, Keith and Angel L. Harris.  Forthcoming. The Broken Compass: Is Promoting Parental Involvement Leading Parents in the Wrong Direction? Harvard Press.

Robinson, Keith.  Accepted. “Early Disparities in Mathematics Gains among Poor and Non-Poor Children: Examining the Role of Behavioral Engagement in Learning.” The Elementary School Journal.

Robinson, Keith and Angel L. Harris. Accepted. “Racial and Social Class Differences in How Parents Respond to Inadequate Achievement: Consequences for Children's Future Achievement.”  Social Science Quarterly. 

Robinson, Keith. 2010. “Black-White Inequality in Reading and Math across K-12 Schooling: A Synthetic Cohort Perspective.” Review of Black Political Economy 37(3-4): 263-273.

Harris, Angel L. and Keith Robinson. 2007.  “Schooling Behaviors or Prior Skills?: A Cautionary Tale of Omitted Variable Bias within Oppositional Culture Theory.” Sociology of Education 80:139-57.

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