Relevant bibliographies by topics / Student segregation

Academic literature on the topic 'Student segregation'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Student segregation"

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Macartney, Hugh, and John D. Singleton. "School boards and student segregation." Journal of Public Economics 164 (August 2018): 165–82. http://dx.doi.org/10.1016/j.jpubeco.2018.05.011.

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Welsh, Richard O. "Student Mobility, Segregation, and Achievement Gaps: Evidence From Clark County, Nevada." Urban Education 53, no. 1 (August 4, 2016): 55–85. http://dx.doi.org/10.1177/0042085916660349.

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Student mobility and school segregation are two important issues with significant equity implications for urban school districts that are often addressed separately. This article examines the relationship between student mobility and school segregation. The findings indicate that more segregated schools typically have smaller within-school achievement gaps, a lower proportion of proficient students, a higher proportion of low-income and minority students, and higher nonstructural mobility rates (especially within-year mobility) than less segregated schools. The results also suggest that, regardless of the timing of school changes, high levels of achievement segregation are a significant predictor of student mobility. Policy implications are discussed.
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Richards, Meredith P., and Kori J. Stroub. "Metropolitan Public School District Segregation by Race and Income, 2000–2011." Teachers College Record: The Voice of Scholarship in Education 122, no. 5 (May 2020): 1–40. http://dx.doi.org/10.1177/016146812012200504.

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Background Recent work has documented declining public school racial/ethnic segregation, as students have become more evenly distributed across schools and districts since the turn of the century. However, we know little about how declines in school racial/ethnic segregation have affected students of different levels of economic resources. While some evidence suggests that class may be supplanting race as the defining force in structuring residential segregation, it is unclear whether this trend toward spatial assimilation is mirrored in schools. Objective In this study, we provide initial evidence linking racial/ethnic and socioeconomic segregation in schools. First, we disaggregate patterns and trends in metropolitan segregation by student race/ethnicity and household income to examine how changes in racial/ethnic segregation are experienced by students of different income levels. Second, drawing on theories of spatial assimilation and place stratification, we examine the relative importance of race/ethnicity vis-à-vis income in structuring patterns of segregation. Research Design We use unique data on the joint distribution of student race/ethnicity and family income from the National Center of Education Statistics’ Education Demographic and Geographic Estimates (NCES EDGE) system. For each U.S. metropolitan area, we calculate measures of between-district segregation from 2000 to 2011. We compute measures of racial/ethnic and socioeconomic segregation using the dual-group index of dissimilarity and the rank-order information theory index. We focus on two key comparisons: the segregation between non-White and white students in the same income quintile, and the segregation between non-White students in each income quintile and all White students. Findings We find that recent declines in racial/ethnic segregation were unevenly distributed across the income distribution. For example, while Black students of all income levels experienced declines in segregation from Whites, decreases were particularly pronounced for affluent Blacks. In addition, poor White students became more segregated from non-White students of all income levels. We also document shifts in the contributions of race/ethnicity and income to segregation: While income is increasingly implicated in Black–White and Hispanic–White segregation, Asian–White segregation is increasingly attributable to race/ethnicity. Conclusions Findings highlight the complexity of student experiences of segregation by race/ethnicity and income. Focusing exclusively on declines in racial/ethnic segregation or increases in income segregation may lead scholars to neglect phenomena such as the worsening segregation of poor White students, or improving segregation among affluent non-Whites. In addition, while racial/ethnic segregation remains high, segregation between non-Whites and Whites is increasingly attributable to income differences between racial/ethnic groups (i.e., spatial assimilation), with the exception of Asian students.
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Shaffer, Michael B., and Bridget Dincher. "In Indiana, school choice means segregation." Phi Delta Kappan 101, no. 5 (January 27, 2020): 40–43. http://dx.doi.org/10.1177/0031721720903827.

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Following Brown v. Board of Education, schools known as “segregation academies” that were created for the purpose of allowing White students to be educated without contact with Black students proliferated in the southern United States. While the Civil Rights Act of 1964 prohibited such segregation, these schools remained in existence for decades. In this case study, Michael Shaffer and Bridget Dincher contend that the Choice Scholarship Program in Indiana, a school voucher program, re-creates the segregation academies. Data demonstrate that while White student percentages have climbed since the inception of the program, Black student percentages have declined sharply, creating a large number of schools that meet the definition of a segregated school. And because these schools are private, despite receiving government funds through the voucher program, students do not receive the same federal protections from discrimination that they do in traditional public schools.
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Taylor, Kendra, and Erica Frankenberg. "Student Assignment Policies and Racial and Income Segregation of Schools, School Attendance Zones, and Neighborhoods." Educational Administration Quarterly 57, no. 5 (November 22, 2021): 747–75. http://dx.doi.org/10.1177/0013161x211024720.

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Purpose: This article examines the relationship between educational and residential segregation in three school districts with differing approaches to student assignment. Racial and income segregation within school districts is often only examined at the school level, even as school patterns are often related to residential and attendance zone segregation depending on integration policies aimed at decoupling these relationships. Research Method/Approach: Using an innovative data set, the School Attendance Boundary Survey, along with Census and Common Core of Data data, this analysis examines racial and income segregation at the neighborhood, school zone, and school levels in three districts with varied student assignment policies to explore the relationship between districts’ diversity policies and school, attendance zone, and residential segregation. Findings: We find that, despite high residential segregation, educational segregation varies in these three districts. In the two districts that sought to increase diversity in their student assignment policies, educational segregation was lower than in the third district that did not consider diversity, despite similar levels of residential segregation. The findings suggest that district leaders’ use of diversity-focused student assignment policies may be one way to disrupt the link between residential and school segregation. Conclusions: Understanding the segregation of educational boundaries within school districts, and the relationship between school zone segregation and segregation at other geographic scales, offers insights into how district leaders could utilize student assignment policies to reduce racial and income segregation.
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Martínez-Garrido, Cynthia, Nadia Siddiqui, and Stephen Gorard. "Longitudinal Study of Socioeconomic Segregation Between Schools in the UK." REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación 18, no. 4 (September 27, 2020): 123–41. http://dx.doi.org/10.15366/reice2020.18.4.005.

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The aim of this study is to understand the behavior of school segregation by socioeconomic level in the UK. To do this, all data from the United Kingdom are analyzed in the PISA Assessment from 2000 to 2015 and the Gorard index, Dissimilarity index, and the Isolation index are estimated. The analysis has shown that socio-economic segregation between schools has declined somewhat in the UK from 2000 to 2015, although the clustering of the 25% poorest of students remained relatively static since 2006. England remains more highly segregated by poverty than Wales, Scotland and Northern Ireland. The segregation levels of the 10% poorest student has declined in state-maintained schools but shown a sharp increase in private schools. The level of isolation of disadvantaged students is less in state-maintained schools than private schools. The findings show that poverty segregation trends using PISA data match with segregation trends previously analysed using the national datasets using only state-maintained schools for England. This finding leads to research implications for a detailed analysis of national school segregation trends, including student data from private school.
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Benson, Tracey A., Amber Bryant, and Tuba Gezer. "Segregation within integrated schools: Racially disproportionate student-teacher assignments in middle school." education policy analysis archives 28 (November 9, 2020): 170. http://dx.doi.org/10.14507/epaa.28.5503.

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Racial segregation has been an ongoing issue in American education and one of the leading contributors to the racial achievement gap. Prior to the Brown v. Board decision of 1954, Black Americans were legally relegated to substandard schools and educational opportunities. Post-Brown, racial segregation continues to manifest as a result of de facto segregation and second-generation segregation. Moreover, the predominantly White teaching force – a negative consequence of desegregation – has been linked to poorer outcomes for Black and Latino students. Our study examines trends in racially disproportionate assignment of Black and Latino students to less experienced teachers than their White counterparts. Specifically, our analysis illustrates statistically significant trends in the assignment of less experienced teachers to Black and Latino students in middle school math over several years. This analysis contributes to the recent research phenomenon of measuring the cumulative pattern of racially disproportionate teacher-student assignments over time as a particularly effective means of understanding the effects of systematic and sustained inequalities on academic achievement. Across several grades and content areas of instruction, we found that the race of students was related to the teaching experience of their teachers. Our findings illustrate the negative impacts of racial segregation on students of color and supports the need for more intervention and administrative intentions regarding teacher-student assignments and racial equity in schools.
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Adamson, Frank, and Meredith Galloway. "Education privatization in the United States: Increasing saturation and segregation." education policy analysis archives 27 (October 21, 2019): 129. http://dx.doi.org/10.14507/epaa.27.4857.

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This article outlines different forms of education privatization operating globally, examines their prevalence within the United States, and analyzes whether student marginalization and segregation occurs at the local level. We analyze six U.S. districts with higher saturation levels of charter schools, the most predominant type of privatization (Camden, NJ, Washington DC, Flint, MI, Detroit, MI, Natomas, CA, and Oakland, CA). We find education privatization increasing in the US, but unevenly dispersed, with charter schools concentrated primarily in urban areas serving students of color. Furthermore, segregation in education remains a major issue for all types of schools, with students of color in urban contexts often attending intensely segregated schools (over 90% students of color). Instead of mitigating the segregation problem, student selection by charter school appears to exacerbate it, specifically for special education students.
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Mitchell, Ross E., and Douglas E. Mitchell. "Student Segregation and Achievement Tracking in Year-Round Schools." Teachers College Record: The Voice of Scholarship in Education 107, no. 4 (April 2005): 529–62. http://dx.doi.org/10.1177/016146810510700401.

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Twenty-five percent of California's elementary schoolchildren attend schools operating on nontraditional, staggered, overlapping attendance calendars collectively referred to as multitrack year-round education (MT-YRE). This case study reveals substantial differences in the characteristics of students and teachers across the four attendance tracks of eight MT-YRE schools in one large California school district. Analyses of Stanford Achievement Test data, controlling for student and teacher characteristics, reveal strong association of achievement with student demographic, programmatic, and teacher segregation within these MT-YRE schools. These findings suggest that MT-YRE readily (re)segregates students within schools and thereby inhibits access to equal educational opportunity relative to traditional and nontraditional single-track school calendars.
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Palardy, Gregory J. "High School Socioeconomic Segregation and Student Attainment." American Educational Research Journal 50, no. 4 (August 2013): 714–54. http://dx.doi.org/10.3102/0002831213481240.

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Dissertations / Theses on the topic "Student segregation"

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Rehnberg, Johan. "School Segregation in Stockholm : Trends and Effects on Student Achievement." Thesis, Stockholms universitet, Sociologiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-104329.

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This study aims to give an overview of school segregation in Stockholm and its development during the period 2000 to 2010. Further, it aims to examine the effects of school segregation on student achievement. The first part of the study uses register data to measure segregation in schools from 2000 to 2010, the second part utilizes the Stockholm School Survey 2010 for measuring student demographics and school achievement. The examination of school segregation in Stockholm reveal a substantial segregation between schools, on both levels of non-native background and parental education. The trends have been stable for segregation on non-native background and decreased slightly for parental education from 2000 to 2010, however, they both remain at relatively high levels. Multilevel analysis show that student school achievement is negatively impacted by increased concentration of students with disadvantaged characteristics, i.e. higher levels of students with non-native background and lower levels of parental education. The results also indicate that non-native students are more negatively affected by these effects. Further, the analysis tests for threshold effects of segregation, but no such effects can be identified and it seems to be more or less linear, higher degree of segregation leads to stronger effects. It is concluded that differences between schools have an unequal and unfair effect on student school achievement.
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Zuma, Buhle. "The social psychology of self-segregation the case of university student friendship groups." Doctoral thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/11129.

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Includes bibliographical references.
Against the contrasting backdrop of the ideal and value of social inclusion captured by the image of a ‘Rainbow Nation’ in South Africa and the academic record of self-segregation, the main objective of this study is to identify social and psychological factors and processes that influence the formation of racially heterogeneous and racially homogeneous social relations. The study uses first year students naturally forming friendship groups as ‘case studies’. The study is both empirical and theoretical. The empirical component is furnished by qualitative interviews conducted over an academic year in 2011. The theoretical component is found in relating the data to a knowledge fund that extends beyond social psychology to include sociology, political science, historical and contemporary socio-political South African literature and issues. The study is important because while there is now a large body of research that shows the benefits of friendships for intergroup relations we still know relatively little about the factors that facilitate or hinder the formation of friendships outside of laboratory settings. The study specifically explores the relation between ‘race’ and class at the intergroup, institutional and societal levels and how these different levels of analysis come to bear on everyday intra- and intergroup relations. At the center of all this are collective projects of identity rearticulation and reproduction. Some of the study findings can me summarised as follows. Much of what goes on within the university context in the participants lives can be summarised as the reproduction of social and psychological worlds revolving around social identities. It was demonstrated that even where opportunities for intergroup interactions were available their actualisation was mediated by the meanings and interpretations that participants had learned to associate with intergroup contact. In this regard the study joins with work that draws attentions to the importance of emotions in intergroup contact. The study goes some way in trying to understand the place, role and uses of ‘race’ and class and their interdependence at the level of everyday relations. This is important because a great deal of social psychological work has left this labour in the hands of sociology, anthropology and economics.
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Jones-Sanpei, Hinckley Ann Orthner Dennis K. "School choice, segregation, and academic outcomes educational trajectories under a controlled choice student assignment policy /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,626.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2006.
Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Public Policy." Discipline: Public Policy; Department/School: Public Policy.
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Riddle, Philip. "Contexts Matter: The Relationship Between School Wide Student Demographics and Graduation Rates." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3102.

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Nearly 60 years after the Supreme Court Decision in Brown, segregation is still an ingrained facet of American public education. This study investigated the extent to which these continued patterns of segregation influenced graduation rates from high school. The study used data provided by the Virginia Department of Education (VDOE) on the 2011 graduating cohorts in 302 public high schools across the state. The results indicate that graduation rates for all students vary significantly as a function of the overall socioeconomic and racial composition of high schools. In addition, low-income students are significantly more likely to graduate in low-poverty high schools and minorities are significantly more likely to graduate in high schools that are not highly segregated by race. Finally, school level demographic variables explain a significant, independent share of the variance in graduation rates among high schools. These results lend weight to policies designed to integrate high schools as a way to equalize educational opportunity.
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Holmin, von Saenger Isabelle. "Perceived teacher support and student psychosomatic health complaints : Exploring the role of schools' student composition and gender." Thesis, Stockholms universitet, Institutionen för folkhälsovetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157532.

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Mental health problems have increased among adolescents in Sweden and research suggests that contextual matters could be of importance over and beyond individual socio-demographic characteristics. One such social context is school, where both the student composition of the school and its support can influence student health. This study explored the distribution of psychosomatic health complaints (PHC) and perceived teacher support (PTS) as well as the association between PTS and PHC, across school segregated profiles. It also examined gender differences in these distributions and associations. The study design was cross-sectional, and data came from classroom-surveys within Stockholm municipality of ninth grade students in 2014 (n=4904). Linear regression analyse was applied. Results showed that average levels of PHC varied across school segregation profiles for girls, while PTS varied for both gender. PTS was negatively associated with PHC for all students, while the strength of association varied across school profiles to the benefit of students in the most privileged schools. Gender differences in these associations was also observed. Conclusions were that school context, based on the student composition of the school, and its provided support was linked to psychosomatic health complaints among students in Stockholm and that gender played a role in understanding pathways in these associations.
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Smith, Paula Louise Hairston. "African American students' perceptions of a public university a qualitative study /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164746381.

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Wetstein, Kenneth Allen. "Student experiences during the 1954-1955 merger of Harris and Stowe Teacher Colleges." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2005. http://etd.umsl.edu/r1001.

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Galindo, Marilys. "A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1010.

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From the moment children are born, they begin a lifetime journey of learning about themselves and their surroundings. With the establishment of the No Child Left Behind Act of 2001, it mandates that all children receive a high-quality education in a positive school climate. Regardless of the school the child attends or the neighborhood in which the child lives, proper and quality education and resources must be provided and made available in order for the child to be academically successful. The purpose of this ex post facto study was to investigate the relationship between the FCAT 2.0 mathematics scores of public middle school students in Miami-Dade County, Florida and the concentrations of a school’s racial and ethnic make-up (Whites, Blacks, and Hispanics), English for Speakers of other Languages (ESOL) population, socio-economic status (SES), and school climate. The research question of this study was: Is there a significant relationship between the FCAT 2.0 Mathematics scores and racial and ethnic concentration of public middle school students in Miami-Dade County when controlling SES, ESOL student population, and school climate for the 2010-2011 school year? The instruments used to collect the data were the FCAT 2.0 and Miami-Dade County Public Schools (M-DCPS) School Climate Survey. The study found that Economically Disadvantaged (SES) students socio-economic status had the strongest correlation with the FCAT 2.0 mathematics scores (r = -.830). The next strongest correlation was with the number of students who agreed that their school climate was positive and helped them learn (r = .741) and the third strongest correlation was a school percentage of White students (r = .668). The study concluded that the FCAT 2.0 mathematics scores of M-DCPS middle school students have a significant relationship with socio-economic status, school climate, and racial concentration.
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Olivares, Yvonne. "Are all groups created equal? What role do different types of groups play in changing aspirations?" Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187036098.

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Hasselqvist, Haglund Anna. "Public secondary school mergers as a desegregation method in Swedish municipalities : Investigating their impact on student’s academic performance and choice of school." Thesis, Uppsala universitet, Nationalekonomiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-355283.

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In recent years several municipalities in Sweden have merged their public secondary schools. This has been considered a type of initiative that intends to reduce youth segregation and discrepancies in school quality. This thesis examines in what ways the merging of all public secondary schools in a municipality affects the students’ academic performance and their choice to enroll in the publicschool sector. To do so I use municipality-level aggregate data from the Swedish National Agency for Education on 9th grade students’ academic outcomes and the share of 7th graders enrolled in the public schools. I employ a difference-in-difference approach to estimate the reduced form effect of the school mergers. The control group used in the baseline estimation includes all municipalities that had a constant number of public secondary schools during the time period of my study. I move on to use propensity score matching in order to create a more comparable control group. I then estimate a difference-in-difference regression with match-fixed effects. The results show that the mergers have a negative effect on the municipality-level average GPA. In addition, the municipalities where the mergers have been implemented experience a reduction in the share of students that pass all 9th grade subjects as well as an increase in the share of students who do not have sufficient grades to continue to upper secondary school. The school mergers caused the share of 7th graders enrolled in the publicschool sector to decrease by approximately 10 percentage points. These results indicate that the public secondary school merger is not a panacea for improving student outcomes.
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Books on the topic "Student segregation"

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Kentucky Commission on Human Rights. Jefferson County schools within student compliance guidelines for first time, but segregation exists in almost all advance programs, 1987-88: Disproportionate numbers of Black teachers, coaches, and administrators assigned to inner-county schools, whites concentrated in outer-county schools. Louisville, Ky. (701 W. Muhammad Ali Boulevard, Louisville 40203): Kentucky Commission on Human Rights, 1988.

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Arsnick: The Student Nonviolent Coordinating Committee in Arkansas. Fayetteville: University of Arkansas Press, 2011.

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Contesting white supremacy: School segregation, anti-racism, and the making of Chinese Canadians. Vancouver: UBC Press, 2011.

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Hakim, Catherine. Social change and innovation in the labour market: Evidence from the census SARs on occupational segregation and labour mobility, part-time work and student jobs, homework and self-employment. Oxford: Oxford University Press, 1998.

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Paul, Cooper. Effective schools for disaffected students: Integration and segregation. London: Routledge, 1993.

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Effective schools for disaffected students: Integration and segregation. London: Routledge, 1993.

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The intimate university: Korean American students and the problems of segregation. Durham: Duke University Press, 2009.

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Horner, William T., 1968- author, ed. Lloyd Gaines and the fight to end segregation. Columbia: University of Missouri Press, 2016.

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Kooreman, Peter. The persistent segregation of girls into lower-paying jobs while in school. Bonn, Germany: IZA, 2005.

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Baur, Christine. Schule, Stadtteil, Bildungschancen: Wie ethnische und soziale Segregation Schüler/-innen mit Migrationshintergrund benachteiligt. Bielefeld: Transcript, 2013.

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Book chapters on the topic "Student segregation"

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Molina, Andres. "Social Segregation and Student Cognitive, Social and Emotional Skills." In International Study of City Youth Education, 91–105. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70534-3_7.

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Molina, Andres. "Social Segregation and Student Skills and Dispositions Towards Social Cohesion." In International Study of City Youth Education, 131–67. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70534-3_9.

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Eick, Caroline. "Oppositional Self-Segregation: A Student Body Sensitized to Discrimination (1986–2000)." In Race-Class Relations and Integration in Secondary Education, 133–45. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230114425_7.

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Molina, Andres. "Effects of Segregation on School Learning Environments and Student Attitudes Towards School and Learning." In International Study of City Youth Education, 71–89. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70534-3_6.

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Martyanov, Denis, Galina Lukyanova, and Oleg Lagutin. "Is Cross-Network Segregation a Factor of Political Behavior and Political Identification in the Russian Student Community?" In Communications in Computer and Information Science, 165–76. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-37858-5_13.

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Villalobos, Cristóbal, Ernesto Treviño, Ignacio Wyman, and Consuelo Béjares. "School Segregation of Immigrant Students." In IEA Research for Education, 67–86. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78692-6_5.

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Schmidt, Catarina. "Pedagogical Segregation from Students' Perspectives." In Equity, Teaching Practice and the Curriculum, 123–40. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003218067-9.

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Gorard, Stephen, Beng Huat See, and Nadia Siddiqui. "Changes in socio-economic segregation between schools." In Making Schools Better for Disadvantaged Students, 161–73. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003287353-16.

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Donato, Rubén, Martha Menchaca, and Richard R. Valencia. "Segregation, Desegregation, and Integration of Chicano Students: Problems and Prospects." In Interdisciplinary Perspectives on the New Immigration, 141–77. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781315054216-7.

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Bakri, Sitty Nur Syafa, Elnetthra Folly Eldy, and Iziana Hani Ismail. "Buffet Style and Food Waste Segregation Practice During Orientation Week: A Preliminary Study on Foundation Students of UMS." In Natural Food Products and Waste Recovery, 273–83. First edition.: Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781003144748-21.

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Conference papers on the topic "Student segregation"

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Nunez, Favell. "Dry Waste Segregation using Computer Vision." In 2022 IEEE Central America and Panama Student Conference (CONESCAPAN). IEEE, 2022. http://dx.doi.org/10.1109/conescapan56456.2022.9959238.

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Knight, David. "Accounting for Teacher Labor Markets and Student Segregation in Analyses of Teacher Quality Gaps." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1688391.

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Cagliesi, Gabriella. "A New Social Segregation? The Impact of Tuition Fees, Student Number Controls and School Leaving Age On the Composition of Student Cohorts, On Academic Practice and Student Experience, In UK Universities." In 3rd International Conference on Advanced Research in Education. ACAVENT, 2021. http://dx.doi.org/10.33422/3rd.educationconf.2021.03.202.

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Wei, Wu. "Migrant School Segregation in Urban China: Consequences for Local and Migrant Students." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1431433.

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Jayaneththi, D. N. D., and I. G. P. Rajapaksha. "Inclusive schools for children with autistic spectrum disorder: an appraisal on built environmental challenges of existing schools." In Independence and interdependence of sustainable spaces. Faculty of Architecture Research Unit, 2022. http://dx.doi.org/10.31705/faru.2022.9.

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Majority of the school-aged children with Autistic Spectrum Disorder (ASD) are excluded from education, globally. And those who are engaged in education, are being educated separately confronting social segregation. Education is a fundamental human right that highlights the importance of promoting inclusive schools, enabling education for differently abled children in typical schools. This study investigates the appropriateness of the built environment and available facilities of existing local schools imposed on students with ASD. Thus, four schools were evaluated; two with autistic students and two without them. A photographic survey was conducted as the methodology to evaluate the presence of the relevant spaces and their qualities. Five types of spaces were identified of which 12 spatial qualities were examined in each school. The results of the study demonstrate that the built environment of both existing special and mainstream schools consist a significant level of required spatial availability in three of the identified spatial categories while the availability of relaxing and treatment spaces to facilitate students with ASD are considerably low. Thus, the findings insist on the necessity of improvements in local school environments focusing on crucial space categories to educate students with ASD by making the schools inclusive.
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Reports on the topic "Student segregation"

1

Macartney, Hugh, and John Singleton. School Boards and Student Segregation. Cambridge, MA: National Bureau of Economic Research, July 2017. http://dx.doi.org/10.3386/w23619.

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