Ethnic achievement gaps are often explained in terms of student and school factors. The decomposition of these gaps into their within- and between-school components has therefore been applied as a strategy to quantify the overall influence of each set of factors. Three competing approaches have previously been proposed, but each is limited to the study of student-school decompositions of the gap between two ethnic groups (e.g., White and Black). The authors show that these approaches can be reformulated as mediation models facilitating new extensions to allow additional levels in the school system (e.g., classrooms, school districts, geographic areas) and multiple ethnic groups (e.g., White, Black, Hispanic, Asian). The authors illustrate these extensions using administrative data for high school students in Colombia and highlight the increased substantive insights and nuanced policy implications they afford.
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