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Achievement gaps have been a near constant in the American educational system dating back to at least the 1960’s, when large disparities were documented in the well-publicized Coleman report. Yet, surprisingly little research has investigated variability in achievement gaps. In a recent conference paper, we documented considerable between-school variance in achievement gaps. Further, the magnitude of the estimated achievement gaps appeared to be geographically correlated – i.e., schools were generally clustered by the magnitude of the estimated achievement gaps. Daniel’s current work focuses on the factors that relate to this between-school and geographic variation in achievement gap magnitude.