Journal articles on the topic 'Student segregation'
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1
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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Frankenberg, Erica. "The Segregation of American Teachers." education policy analysis archives 17 (January 9, 2009): 1. http://dx.doi.org/10.14507/epaa.v17n1.2009.
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Data from a unique new survey of over 1,000 teachers in K-12 public schools across the country show that our teaching force is largely segregated. Using this new dataset, I find that teachers of different races are teaching students of very different racial composition, adding an extra dimension to growing student racial segregation. White teachers comprise an overwhelming majority of the nation's teachers. Yet at the same time, they were the least likely to have had much experience with racial diversity and remain remarkably isolated. The typical African American teacher teaches in a school were nearly three-fifths of students are from low-income families while the average white teacher has only 35% of low-income students. Latino and Asian teachers are in schools that educate more than twice the proportion of English language learners as schools of white teachers. Nonwhite teachers and teachers who teach in schools with high percentages of minority or poor students are more likely to report that they are contemplating switching schools or careers. The article concludes with recommendations for diversifying the teaching force and ensuring that schools serving students of all backgrounds have a racially integrated, highly qualified faculty.
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Mele, Angelo. "Does School Desegregation Promote Diverse Interactions? An Equilibrium Model of Segregation within Schools." American Economic Journal: Economic Policy 12, no. 2 (May 1, 2020): 228–57. http://dx.doi.org/10.1257/pol.20170604.
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This paper studies racial segregation in schools using data on student friendships from Add Health. I estimate an equilibrium model of friendship formation, with preferences allowing both homophily and heterophily in direct and indirect ties. I find that homophily goes beyond direct links: students also prefer racially homogeneous indirect friends, while there is heterophily in income. I simulate policies reallocating students across schools. Race-based policies have nonlinear effects on within-school segregation and other network features such as clustering and centrality. Policies increasing diversity through reallocations based on income have less impact on racial segregation. (JEL H75, I21, I28, J15)
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Kotok, Stephen, Erica Frankenberg, Kai A. Schafft, Bryan A. Mann, and Edward J. Fuller. "School Choice, Racial Segregation, and Poverty Concentration: Evidence From Pennsylvania Charter School Transfers." Educational Policy 31, no. 4 (October 1, 2015): 415–47. http://dx.doi.org/10.1177/0895904815604112.
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This article examines how student movements between traditional public schools (TPSs) and charters—both brick and mortar and cyber—may be associated with both racial isolation and poverty concentration. Using student-level data from the universe of Pennsylvania public schools, this study builds upon previous research by specifically examining student transfers into charter schools, disaggregating findings by geography. We find that, on average, the transfers of African American and Latino students from TPSs to charter schools were segregative. White students transferring within urban areas transferred to more racially segregated schools. Students from all three racial groups attended urban charters with lower poverty concentration.
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Laosa, Luis M. "Segregation of Children Who Migrate to the U.S. From Puerto Rico." education policy analysis archives 9 (January 1, 2001): 1. http://dx.doi.org/10.14507/epaa.v9n1.2001.
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This study examined patterns of school segregation (ethnic/racial, linguistic, and socioeconomic) and other ecological characteristics of the schools that preadolescent children who migrate from Puerto Rico to the United States (New Jersey) attend in this country during the first two years following their arrival (N = 89 schools). The data show that Hispanics/Latinos are the majority of the student body in 43% of the schools; African Americans, in 30% of the schools; and European Americans, in 12% of the schools. Native speakers of Spanish are the majority of the student body in 29% of the schools. Approximately one half of the schools are in economically depressed, highly urbanized areas. Although the schools are on average large, 44% of them enroll above capacity. In most schools the majority of the student body is from economically impoverished families with low levels of parental education. There are, however, wide differences among the schools on each of these variables. Correlations show that the higher a student body's proportion of Hispanics/Latinos or native speakers of Spanish, the higher is the student body's proportion of pupils from economically impoverished households with low levels of parental education, and the higher the school's likelihood of being crowded and of being located in a poor inner-city area. Similarly, the higher a student body's proportion of African Americans, the higher is the student body's proportion of pupils from low-income families, and the higher the school's likelihood of being in a poor inner-city area. The findings are discussed with regard to implications for policy and hypotheses in need of research concerning possible consequences of school segregation for students' academic, linguistic, social, and emotional development. Also presented is a historical overview, to the present, and discussion of U.S. policies and judicial decisions concerning school segregation, with particular reference to segregation of Hispanics/Latinos.
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Billingham, Chase M. "Within-District Racial Segregation and the Elusiveness of White Student Return to Urban Public Schools." Urban Education 54, no. 2 (December 3, 2015): 151–81. http://dx.doi.org/10.1177/0042085915618713.
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Recent research has determined that racial segregation within school districts has decreased, on average, over the past two decades, even as segregation between school districts has persisted. Although case studies have documented White families’ return to urban public schools, with potential implications for segregation patterns, quantitative data on the scope of this trend are lacking. In this article, I examine enrollment and segregation within 97 urban districts from 1990 through 2010. The trend of White return to urban schools is quite limited; in most cities, White enrollment declines have persisted. Meanwhile, urban school segregation has increased modestly in recent decades.
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Kidder, William C., and Andrea Guerrero. "Silence, Segregation, and Student Activism at Boalt Hall." California Law Review 91, no. 4 (July 2003): 1167. http://dx.doi.org/10.2307/3481414.
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Gutiérrez, Gabriel, John Jerrim, and Rodrigo Torres. "School Segregation Across the World: Has Any Progress Been Made in Reducing the Separation of the Rich from the Poor?" Journal of Economic Inequality 18, no. 2 (December 26, 2019): 157–79. http://dx.doi.org/10.1007/s10888-019-09437-3.
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AbstractThe segregation of secondary school students into different schools has important implications for educational inequality, social cohesion and intergenerational mobility. Previous research has demonstrated how between-school segregation varies significantly across countries, with high levels of segregation occurring in central European nations that ‘track’ children into different schools and much lower levels in Scandinavia. This paper contributes to this literature by examining whether industrialised countries have made any progress in reducing levels of between-school segregation over time. Using six waves of data from the Programme for International Student Assessment (PISA), this work shows how the segregation of rich and poor students has remained broadly unchanged across OECD countries. This is despite major economic and political events occurring during this period, along with the introduction of numerous policy initiatives designed to reduce socioeconomic gaps. Therefore, the conclusions indicate that structural factors are likely to be the main drivers of between-school segregation (e.g. neighbourhood segregation or long-standing school admission policies) and that education policymakers may need to be much more radical if they are to foster greater levels of integration between the rich and the poor.
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Schnepf, Sylke V., and Marco Colagrossi. "Is unequal uptake of Erasmus mobility really only due to students’ choices? The role of selection into universities and fields of study." Journal of European Social Policy 30, no. 4 (February 7, 2020): 436–51. http://dx.doi.org/10.1177/0958928719899339.
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Erasmus student mobility is the most recognised element of Erasmus+ and clearly popular with an increase in student uptake from 3,000 in 1987 to over 300,000 today. Recent studies show that students from lower socio-economic backgrounds are less likely to study abroad than better-off students, thereby benefitting less from improved employment opportunities and language competences often associated with mobility. Unequal uptake is generally explained by students’ choices: disadvantaged students hold lower social capital which leads them to decide against mobility. However, not much is known about the importance of students’ selection into universities and fields of study. Using multilevel logistic regressions, this article examines whether social segregation in universities and field of study matters beyond individual characteristics for explaining unequal Erasmus mobility uptake. The study exploits rich population data of around 200,000 UK first-degree graduates of the year 2014/2015 deriving from the Higher Education Statistics Agency (HESA) data. Results show that while student characteristics like ability and social status are important predictors of Erasmus mobility, they only explain one part of unequal uptake. In addition, social segregation of universities and fields of study contribute to the unequal mobility pattern found. Student mobility is less common for students enrolled in fields of study and universities attended by disadvantaged students conditional on student characteristics. This implies that student mobility could become more inclusive if grant funding and incentives targeted universities attended by a high proportion of disadvantaged students.
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Williamson, Jennie, and Judy D. Butler. "Notable Trade Book Lesson Plan Remember: The Journey to School Integration Written by Toni Morrison." Social Studies Research and Practice 6, no. 1 (March 1, 2011): 141–49. http://dx.doi.org/10.1108/ssrp-01-2011-b0011.
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The Remember: The Journey to School Integration lesson introduces students to the ideas of segregation and school integration. The lesson is designed to be a combination of teacher-led ins-truction and student-centered learning. Students build and develop their background knowledge on the topics of segregation and the integration of public schools. Once a knowledge base has been established, students look at the pictures from Toni Morrison’s book, think critically about the message being conveyed in them, and then create their own comprehensive response to the material presented in the entire lesson.
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Gulosino, Charisse, and Chad DEntremont. "Circles of influence: An analysis of charter school location and racial patterns at varying geographic scales." education policy analysis archives 19 (March 20, 2011): 8. http://dx.doi.org/10.14507/epaa.v19n8.2011.
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This paper uses Geographic Information Systems (GIS) and dynamic mapping to examine student enrollments in New Jersey charter schools. Consistent with previous research, we find evidence of increased racial segregation. Greater percentages of African-Americans attend charter schools than reside in surrounding areas. We add to the existing charter school literature by more fully considering the importance of charter school supply and examining student enrollments across three geographic scales: school districts, census tracts and block groups. We demonstrate that racial segregation is most severe within charter schools’ immediate neighborhoods (i.e. block groups), suggesting that analyses comparing charter schools to larger school districts or nearby public schools may misrepresent student sorting. This finding appears to result from the tendency of charter schools in New Jersey to cluster just outside predominately African-American neighborhoods, encircling the residential locations of the students they are most likely to enroll.
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Danhier, Julien, and Nathanaël Friant. "Assessing local socioeconomic desegregation: The effects of successive decrees regulating school choice in the Belgian French-speaking community." European Educational Research Journal 18, no. 2 (November 25, 2018): 248–68. http://dx.doi.org/10.1177/1474904118813075.
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Assuming that free school choice is one of the parameters contributing to segregation in the Belgian educational system, the government implemented decrees to alter school enrolment policies in order to regulate school choice. In this study, two statistical approaches (a ‘Lorenz’ index and a multilevel one) have been used to measure the evolution of segregation from 2006 to 2015 exploiting two databases (administrative student count and the Programme for International Student Assessment). The results do not provide any support to the claim that there has been a reduction in school segregation, and they stress that the decrees are inefficient concerning this objective.
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Lubienski, Christopher, Laura B. Perry, Jina Kim, and Yusuf Canbolat. "Market models and segregation: examining mechanisms of student sorting." Comparative Education 58, no. 1 (December 17, 2021): 16–36. http://dx.doi.org/10.1080/03050068.2021.2013043.
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Gelbgiser, Dafna. "Socioeconomic Segregation, Campus Social Context, and Disparities in Bachelor's Degree Attainment." Demography 58, no. 3 (April 21, 2021): 1039–64. http://dx.doi.org/10.1215/00703370-9162131.
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Abstract It is well established that students from different socioeconomic backgrounds attend different colleges, net of their academic preparation. An unintended consequence of these disparities is that in the aggregate, they enhance socioeconomic segregation across institutions of higher education, cultivating separate and distinct social environments that can influence students' outcomes. Using information on the academic careers of a nationally representative sample of U.S. high school students who entered college in the mid-2000s, matched with external information on the social context of each college, this study evaluates the extent of socioeconomic segregation by social context in higher education and its implications for socioeconomic inequality in bachelor's degree attainment. Results confirm that social context is highly consequential for inequality in student outcomes. First, disparities in social context are extensive, even after differences in demographics, skills, attitudes, and college characteristics are accounted for. Second, the social context of campus, as shaped by segregation, is a robust predictor of students' likelihood of obtaining a bachelor's degree. Finally, the degree attainment rates of all students are positively associated with higher concentrations of economic advantages on campus. Combined, these results imply that socioeconomic segregation across colleges exacerbates disparities in degree attainment by placing disadvantaged students in social environments that are least conducive to their academic success.
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Willms, J. Douglas. "School Composition and Contextual Effects on Student Outcomes." Teachers College Record: The Voice of Scholarship in Education 112, no. 4 (April 2010): 1008–37. http://dx.doi.org/10.1177/016146811011200408.
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Background Findings from several international studies have shown that there is a significant relationship between literacy skills and socioeconomic status (SES). Research has also shown that schools differ considerably in their student outcomes, even after taking account of students’ ability and family background. The context or learning environment of a school or classroom is an important determinant of the rate at which children learn. The literature has traditionally used school composition, particularly the mean SES of the school, as a proxy for context. Focus of Study This study examines the relationships among school composition, several aspects of school and classroom context, and students’ literacy skills in science. Population The study uses data from the 2006 PISA (Programme for International Student Assessment) for 57 countries. PISA assesses the knowledge and life skills of 15-year-old youth as they approach the end of their compulsory period of schooling. Research Design Secondary analyses of the data describe the socioeconomic gradient (the relationship between a student outcome and SES) and the school profile (the relationship between average school performance and school composition) using data for the United States as an example. The analyses demonstrate two important relationships between school composition and the socioeconomic gradient and distinguish between two types of segregation, referred to as horizontal and vertical segregation. The analyses discern the extent to which school composition and classroom and school context separately and jointly account for variation in student achievement. Findings The results show that school composition is correlated with several aspects of school and classroom context and that these factors are associated with students’ science literacy. Literacy performance is associated with the extent to which school systems are segregated “horizontally,” based on the distribution among schools of students from differing SES backgrounds, and “vertically,” due mainly to mechanisms that select students into different types of schools. Conclusions An understanding of socioeconomic gradients and school profiles for a school system is critical to discerning whether reform efforts should be directed mainly at improving the performance of particular schools or at striving to alter policies and practices within all schools. Both horizontal and vertical segregation are associated with lower student outcomes; therefore, we require a better understanding of the mechanisms through which students are allocated to schools. When the correlation of school composition with a particular contextual variable is strong, it calls for policies aimed at increasing inclusion or differentially allocating school and classroom resources among schools serving students of differing status.
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Fincher, Ruth, and Kate Shaw. "The Unintended Segregation of Transnational Students in Central Melbourne." Environment and Planning A: Economy and Space 41, no. 8 (August 2009): 1884–902. http://dx.doi.org/10.1068/a41126.
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Links between the rapid growth of tertiary students resident in a city and that city's gentrification have recently been proposed in a UK-based literature about ‘studentification’. These analyses frame student subjectivity, identity, and experience in particular ways—students are agents of urban change, propelling shifts in neighbourhood housing and entertainment submarkets in a manner that local host communities often resent. Consideration of the experiences of the students themselves, through the effects of the host society and the city on them, is less common. Based on research conducted in Melbourne, we focus on transnational students, who are seen as consumers for a major export industry. We use the voices of transnational students recently arrived in the city to make the claim that an unintended sociospatial segregation of these students is occurring, largely driven by institutional practices. Students' agency is fundamentally affected by their institutional context, which determines the conditions of their entry to Australia and to university there, their housing, and, to a remarkable degree, their opportunities for social interaction.
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Frankenberg, Erica, and Chungmei Lee. "Charter Schools and Race: A Lost Opportunity for Integrated Education." education policy analysis archives 11 (September 5, 2003): 32. http://dx.doi.org/10.14507/epaa.v11n32.2003.
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Segregation patterns in the nation's charter schools are studied. After reviewing state charter legislation that directly addresses issues of racial and ethnic balance of student enrollment, we briefly examine the racial composition and segregation of the charter school population nationally. School-level analyses, aggregated by state constitute the primary method of studying segregation in charter schools. First, we look at racial composition and segregation of charter schools by state. Then, we consider the differences in segregation between non-charter public schools (or simply "public schools" for convenience) and charter schools, as well as segregation within the charter school sector. We conclude with a discussion of the article's findings and recommendations to promote further racial equity in this growing sector of public schools.
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Brown, Lionel H., Gulbahar H. Beckett, and Kelvin S. Beckett. "Segregation, Desegregation, and Resegregation in Cincinnati: The Perspective of an African American Principal." Journal of School Leadership 16, no. 3 (May 2006): 265–91. http://dx.doi.org/10.1177/105268460601600303.
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Recent research on Brown v. Board of Education has emphasized continuing disparities in the education of White and African American students. This research has used the failure of desegregation to account for persisting gaps in White and Black school funding, teacher qualifications, and student achievement. But the current focus on the failure of desegregation has overshadowed an equally significant but underreported success in the area of improving education for African American students. According to the most recent findings on student achievement, for example, the gaps between African American and White students are again narrowing, in some cases approaching zero. The present article shows that the failure of desegregation is not the only, nor is it likely to prove to be the most enduring, legacy of Brown. At the same time that desegregation was being resisted and ultimately reversed in Cincinnati, as elsewhere, Brown was inspiring an emphasis on quality education that resulted in two of the city's worst-performing Black schools’ being transformed into schools of excellence.
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Knight, David S. "Accounting for Teacher Labor Markets and Student Segregation in Analyses of Teacher Quality Gaps." Educational Researcher 49, no. 6 (May 26, 2020): 454–58. http://dx.doi.org/10.3102/0013189x20925805.
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Studies show that historically underserved students are disproportionately assigned to less qualified and effective teachers, leading to a “teacher quality gap.” Past analyses decompose this gap to determine whether inequitable access is driven by teacher and student sorting across and within schools. These sorting mechanisms have divergent policy implications related to school finance, student desegregation, teacher recruitment, and classroom assignment. I argue that analyses of the teacher quality gap that consider how teachers and students are sorted across labor markets offer additional policy guidance. Using statewide data from Texas, I show that teacher quality gaps are driven by sorting across school districts within the same labor market, but this finding differs depending on how “teacher quality” is defined.
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Richards, Meredith P., and Kori J. Stroub. "Measuring Segregation in a Multiracial Era: The Impact of Federal Racial Reporting Changes on Estimates of Public School Segregation." Teachers College Record: The Voice of Scholarship in Education 122, no. 5 (May 2020): 1–42. http://dx.doi.org/10.1177/016146812012200508.
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Background Despite accounting for 3% of the student population, multiracial students are the fastest growing racial/ethnic group in the United States. Aligning with new federal guidelines, in 2008, the National Center for Education Statistics (NCES) revised its single-race reporting scheme for the Common Core of Data (CCD), permitting students to identify as two or more races (i.e., multiracial). Study Objective The addition of a multiracial reporting category to the NCES CCD permits students to more accurately represent their racial identity. By creating categories that are not strictly comparable to their historical counterparts, however, it may problematize longitudinal analysis of trends in the racial composition and segregation of schools, which are of perennial scholarly and public interest. In this study, we examine the extent to which the reporting change affects estimates of segregation over time. Research Design We compute annual values of racial/ethnic segregation (i.e., isolation and dissimilarity) among elementary schools for 5,357 public school districts using data from the NCES CCD Public Elementary/Secondary School Universe Survey from 2000–01 to 2013–14. Before 2008, we compute segregation for the five monoracial groups tracked by the CCD. After 2008, we compute segregation using the two analytical approaches to the treatment of multiracial students that have been employed by scholars of segregation. We estimate the effect of the racial/ethnic reporting change on estimates of segregation via a series of multilevel longitudinal fixed-effects models. Results We found that the NCES CCD's addition of a multiracial reporting category has problematized longitudinal analyses of segregation, particularly racial/ethnic isolation. Models revealed abrupt changes in most dimensions of segregation in the year immediately following the reporting change. Moreover, the reporting change has complicated interpretation of segregation trends since 2008, because seemingly minor analytical decisions may lead to contradictory conclusions: When multiracial students are excluded from calculations, isolation appears to be increasing for all racial/ethnic groups; however, when multiracial students are included in calculations, isolation appears to be decreasing for all racial/ethnic groups. The reporting change has a weaker, but still significant, effect on certain dimensions of racial/ethnic dissimilarity. Conclusions In this study, we found that the NCES CCD's recent addition of a multiracial reporting category has resulted in estimates of segregation that are not longitudinally comparable and may vary in magnitude and direction depending on relatively minor analytical decisions. We urge scholars to take particular care in calculating and interpreting segregation trends and offer recommendations for educational research and practice.
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Xin, Tong, and Su Yihui. "Gender Segregation in the Process of College Student Job Seeking." Chinese Education & Society 43, no. 5 (September 2010): 90–107. http://dx.doi.org/10.2753/ced1061-1932430506.
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Kwon, Soo Ah, Xavier Hernandez, and Jillian L. Moga. "Racial segregation and the limits of international undergraduate student diversity." Race Ethnicity and Education 22, no. 1 (December 28, 2017): 59–72. http://dx.doi.org/10.1080/13613324.2017.1417830.
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Underwood, Julie. "Under the Law: Segregation and secession." Phi Delta Kappan 100, no. 5 (January 22, 2019): 74–75. http://dx.doi.org/10.1177/0031721719827557.
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Although Brown v. Board of Education was supposed to end the practice of school segregation, the current legal and cultural landscape makes it difficult for schools to remain diverse in the face of continued and growing racial isolation of U.S. neighborhoods. In fact, some predominately White communities are creating their own school districts, intentionally separating themselves from districts with more diverse student bodies. Julie Underwood explains where the law stands today and discusses the secession movement in Gardendale, Ala.
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Sauer, Janet Story, and Cheryl M. Jorgensen. "Still Caught in the Continuum: A Critical Analysis of Least Restrictive Environment and Its Effect on Placement of Students With Intellectual Disability." Inclusion 4, no. 2 (June 1, 2016): 56–74. http://dx.doi.org/10.1352/2326-6988-4.2.56.
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Abstract The least restrictive environment (LRE) mandate of the Individuals with Disabilities Education Act has long been questioned as to whether it has fulfilled the original intent of the law. This advocacy brief provides an updated analysis of the flaws underlying the principle of LRE, a mandate that exists at the nexus of cultural beliefs about disability, the influence of the medical model on special education, and the misguided link between intensity of services and more restrictive environments. We review the origins of LRE; summarize research on the positive relationship between placement in general education and student outcomes; describe six flaws of LRE's grounding in the continuum model of educational placement that sanctions segregation; present data that illustrate little progress over time towards general education placement for students with intellectual disability, and outline some key court rulings about what constitutes the least restrictive environment. In summary, we suggest that segregation of students with intellectual disability results as much from the flawed underpinnings of the LRE principle itself as on the attitudes and practices of those who use LRE as a justification for segregation.
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Frankenberg, Erica, Stephen Kotok, Kai Schafft, and Bryan Mann. "Exploring school choice and the consequences for student racial segregation within Pennsylvania’s charter school transfers." education policy analysis archives 25 (March 13, 2017): 22. http://dx.doi.org/10.14507/epaa.25.2601.
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Using individual-level student data from Pennsylvania, this study explores the extent to which charter school racial composition may be an important factor in students’ self-segregative school choices. Findings indicate that, holding distance and enrollment constant, Black and Latino students are strongly averse to moving to charter schools with higher percentages of White students. Conversely, White students are more likely to enroll in such charter schools. As the percentage and number of students transferring into charter schools increases, self-segregative school choices raise critical questions regarding educational equity, and the effects of educational reform and school choice policies on the fostering of racially diverse educational environments.
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Milner, H. Richard. "Fifteenth Annual AERA Brown Lecture in Education Research: Disrupting Punitive Practices and Policies: Rac(e)ing Back to Teaching, Teacher Preparation, and Brown." Educational Researcher 49, no. 3 (March 5, 2020): 147–60. http://dx.doi.org/10.3102/0013189x20907396.
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Mr. Williams, a student during segregation and educator who began his career in the years following the 1954 Brown v. Board of Education decision, sheds light on why Black students succeeded in all-Black schools as well as challenges faced in advancing racial justice. In his context, according to Mr. Williams, Black students succeeded because of the influence of Black teachers and the discipline that was cultivated among teachers and students. However, discipline was conceptualized and practiced in a developmentally supportive manner for students during segregation while it is practiced as a form of exclusion in schools currently. Milner argues that we should change our language of disciplinary practices to punishment practices to more accurately capture current practices. In addition, Milner introduces curriculum punishment as a tool to describe how students are punished when they are not exposed to potentially transformative, racially just learning opportunities that can result in vicarious trauma. Implications for teacher education are discussed.
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Sosina, Victoria E., and Ericka S. Weathers. "Pathways to Inequality: Between-District Segregation and Racial Disparities in School District Expenditures." AERA Open 5, no. 3 (July 2019): 233285841987244. http://dx.doi.org/10.1177/2332858419872445.
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Recent causal evidence connects levels of per pupil spending and short- and long-term student outcomes. This evidence further suggests that specific types of spending may mediate the relationship between expenditures and student outcomes. Yet race remains related to funding disparities and schooling experiences in ways that raise concerns about the role of school finance in perpetuating racial opportunity gaps. We explore this potential source of educational inequality by asking how racial segregation and racial socioeconomic disparities are related to racial disparities in school district spending over time. We use 15 years of data from the School Funding Fairness Data System on school district expenditures and demographics to explore patterns of racial/ethnic segregation and racial/ethnic disparities across six categories of per pupil expenditures. We find that changes in racial/ethnic segregation within a state from 1999 through 2013 are associated with racial/ethnic disparities in spending, even after accounting for disparities in poverty.
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Knight, David S., Jinseok Shin, and Claire McMorris. "Student Mobility between Charter and Traditional Public School Sectors: Assessing Enrollment Patterns among Major Charter Management Organizations in Texas." Education Sciences 12, no. 12 (December 13, 2022): 915. http://dx.doi.org/10.3390/educsci12120915.
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Student enrollment and transfer patterns between the traditional public and charter school sectors help shape the role of charter schools in the broader educational ecosystem, especially as related to the enrollment and segregation of low-income students, English learners, students of color, and students in special education. We examine patterns of student transfer between traditional public schools and charter schools among four of Texas’s largest charter networks, which cumulatively make up over one-third of Texas charter students. We find that these schools serve fewer special education students than traditional public schools, but a greater share of low-income and English learners. Transfers between sectors contribute to enrollment gaps in special education and other classifications, but the findings do not apply uniformly across charter districts, student enrollment classifications, or grade levels. These findings highlight nuanced enrollment patterns between the charter sector and traditional public schools, suggesting that differences in student characteristics between sectors likely stem from a range of sources. Policymakers should acknowledge this nuance, consider alternatives to blanket enrollment regulation policies, and conduct similar analyses of enrollment patterns among charter districts.
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Palardy, Gregory, Russell Rumberger, and Truman Butler. "The Effect of High School Socioeconomic, Racial, and Linguistic Segregation on Academic Performance and School Behaviors." Teachers College Record: The Voice of Scholarship in Education 117, no. 12 (December 2015): 1–52. http://dx.doi.org/10.1177/016146811511701206.
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Background/Context The 1954 U.S. Supreme Court decision on Brown v. Board of Education concluded that segregated schools were inherently unequal and therefore unlawful. That decision was not based solely upon the notion that segregated black schools were inferior in terms of academic instruction, curricular rigor, resources, etc., but also on research that showed segregating black children had negative social-emotional and behavioral consequences. However, the vast majority of the research on school segregation over the past 50 years, has focused on its effects on academic achievement and opportunity to learn. As a result, little is known about the effects of school segregation on social-emotional and behavioral outcomes. This is a critical gap in the literature because other research indicates that school behaviors are as strong or stronger predictors of long-term educational, social, and employment outcomes as academic achievement. Objectives The purpose of this study is to examine the effects of three forms of school segregation—socioeconomic, ethnic/racial, and linguistic—on school behaviors (i.e., attendance, grade retention, and suspension) and academic performance (reading and math achievement test scores and GPA) in high school. The study also examines the degree to which each of three school mechanisms (school inputs, peer influences, and school practices) mediates the effects of segregation on student outcomes. Research Design The study uses survey data from the Educational Longitudinal Study of 2002 (ELS:02). A sequence of multilevel models are fit to the data to address the research objectives. Conclusions American high schools are highly segregated by race/ethnicity, socioeconomic status, and English language status. Racial/ethnic and socioeconomic segregation are strongly associated with school behaviors and academic performance. The negative effects of racial/ethnic and socioeconomic segregation on school behaviors and academic performance inordinately effect black, Hispanic, and low SES adolescents because they are far more likely to attend segregated schools. School practices that reduce disorder and disruption and emphasize academics strongly mediate of the effects of segregation as does having friends at school with an academic focus. Adopting positive behavioral practices to reduce behaviors that interfere with learning without increasing suspension and expulsion are likely most critical for ameliorating the effects of segregation. Reducing academic tracking is also recommended, given that it likely contributes to negative within-school peer influences among low SES and minority adolescents. However, greater integration is likely necessary to fully address the consequences of segregation.
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Chetty, Raj, John N. Friedman, Emmanuel Saez, Nicholas Turner, and Danny Yagan. "Income Segregation and Intergenerational Mobility Across Colleges in the United States*." Quarterly Journal of Economics 135, no. 3 (February 2, 2020): 1567–633. http://dx.doi.org/10.1093/qje/qjaa005.
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Abstract We construct publicly available statistics on parents’ incomes and students’ earnings outcomes for each college in the United States using deidentified data from tax records. These statistics reveal that the degree of parental income segregation across colleges is very high, similar to that across neighborhoods. Differences in postcollege earnings between children from low- and high-income families are much smaller among students who attend the same college than across colleges. Colleges with the best earnings outcomes predominantly enroll students from high-income families, although a few mid-tier public colleges have both low parent income levels and high student earnings. Linking these income data to SAT and ACT scores, we simulate how changes in the allocation of students to colleges affect segregation and intergenerational mobility. Equalizing application, admission, and matriculation rates across parental income groups conditional on test scores would reduce segregation substantially, primarily by increasing the representation of middle-class students at more selective colleges. However, it would have little effect on the fraction of low-income students at elite private colleges because there are relatively few students from low-income families with sufficiently high SAT/ACT scores. Differences in parental income distributions across colleges could be eliminated by giving low- and middle-income students a sliding-scale preference in the application and admissions process similar to that implicitly given to legacy students at elite private colleges. Assuming that 80% of observational differences in students’ earnings conditional on test scores, race, and parental income are due to colleges’ causal effects—a strong assumption, but one consistent with prior work—such changes could reduce intergenerational income persistence among college students by about 25%. We conclude that changing how students are allocated to colleges could substantially reduce segregation and increase intergenerational mobility, even without changing colleges’ educational programs.
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Kwon, Soo Ah. "The comforts and discomforts of race." Learning and Teaching 6, no. 3 (December 1, 2013): 39–50. http://dx.doi.org/10.3167/latiss.2013.060304.
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Drawing on existing literature and student ethnographic projects, this article examines Asian American undergraduates' overwhelming focus on individual racial identity and practices of racial segregation in their ethnographic research about the University of Illinois. The author examines how such racial segregation is described and analysed as a matter of personal 'choice' and 'comfort' rather than as the result of racial inequality, racism and the marginalisation and racialisation of minority groups. This lack of structural racial analysis in the examination of Asian American students' experiences points to the depoliticisation and institutionalisation of race in higher education today. Race is understood and more readily analysed as a politically neutral concept that invokes celebration of racial diversity and 'culture' and not as a concept marked by power and inequities as it once may have been.
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McMillian, M. Monique, Sarah Fuller, Zoelene Hill, Kate Duch, and William A. Darity. "Can Class-Based Substitute for Race-Based Student Assignment Plans? Evidence From Wake County, North Carolina." Urban Education 53, no. 7 (November 27, 2015): 843–74. http://dx.doi.org/10.1177/0042085915613554.
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This study uses a North Carolina administrative data set to analyze racial segregation and student achievement in Wake County during race-based and income-based school assignment plans. We find a modest increase in the level of racial segregation in Wake schools during the income-based plan, but compared with other large districts in the state, Wake County remained relatively desegregated. We also find a small increase in reading and math test scores and a narrowing of the Black-White test score gap. Our analysis indicates that the improvement in math scores may be partially due to school composition changes attributable to the income-based assignment plan.
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Ross, Heidi, and Yajing Chen. "Engaging Chinese international undergraduate students in the American university." Learning and Teaching 8, no. 3 (December 1, 2015): 13–36. http://dx.doi.org/10.3167/latiss.2015.080302.
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Vincent Tinto's theory of academic and social integration provides a framework for investigating perceived problems associated with Chinese international students' engagement at a public research-intensive university in the U.S. Midwest ('Midwest' University). These 'problems' – classroom silence, segregation and instrumentalism – are often understood in cultural terms, and we describe sociocultural values that might influence such behaviour. We also contend that culture, on its own, cannot wholly explain the complexity of student behaviours on college campuses. In a case study of Midwest University's Business School, we show how institutional policies do much to shape Chinese students' engagement. We conclude that popular perceptions of Chinese student engagement are simplistic. Chinese students are not indifferent engagers; rather, their interaction with campus life needs to be understood as embedded within complex cultural and institutional contexts.
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Debs, Mira Catherine. "Racial and Economic Diversity in U.S. Public Montessori Schools." Journal of Montessori Research 2, no. 2 (November 15, 2016): 15. http://dx.doi.org/10.17161/jomr.v2i2.5848.
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As public Montessori schools rapidly expand through the United States, the question then arises: What population of students do the schools serve? This study presents a new empirical data set examining the racial and economic diversity of 300 whole-school, public Montessori programs open in 2012–2013, where the entire school uses the Montessori Method. While school-choice scholars are concerned that choice programs like Montessori lead to greater student segregation by race and social class, this study finds a variety of outcomes for public Montessori. Public Montessori as a sector has strengths in student racial and socioeconomic diversity, but it also has diversity challenges, particularly among Montessori charters. The study concludes with recommended strategies for public Montessori schools to enroll a racially and economically diverse student body.
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Revington, Nick. "Age Segregation, Intergenerationality, and Class Monopoly Rent in the Student Housing Submarket." Antipode 53, no. 4 (February 15, 2021): 1228–50. http://dx.doi.org/10.1111/anti.12710.
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Lindbom, Anders. "School Choice in Sweden: Effects on Student Performance, School Costs, and Segregation." Scandinavian Journal of Educational Research 54, no. 6 (December 2010): 615–30. http://dx.doi.org/10.1080/00313831.2010.522849.
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Rose-Redwood, CindyAnn R., and Reuben S. Rose-Redwood. "Self-Segregation or Global Mixing?: Social Interactions and the International Student Experience." Journal of College Student Development 54, no. 4 (2013): 413–29. http://dx.doi.org/10.1353/csd.2013.0062.
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Welsh, Richard O. "Ebbs and Flows: Revisiting the Relationship between Student Mobility, Segregation, and Neighborhoods." Peabody Journal of Education 94, no. 5 (October 20, 2019): 493–520. http://dx.doi.org/10.1080/0161956x.2019.1668210.
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Malet Calvo, Daniel. "Understanding international students beyond studentification: A new class of transnational urban consumers. The example of Erasmus students in Lisbon (Portugal)." Urban Studies 55, no. 10 (June 13, 2017): 2142–58. http://dx.doi.org/10.1177/0042098017708089.
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For the last 10 years the city of Lisbon has been receiving an increasing number of international students, expanding considerably the supply of student accommodation. In spite of the resulting rise of a new and underdeveloped housing market directed to students, studentification is not exhibiting the usual concentration and segregation patterns of clustering across the city. On the contrary, the effects of student-related economic activities are spreading throughout Lisbon, overlapping with several urban transformations. An examination of international students’ lifestyles in Lisbon seems to demonstrate that diverse youth cultures of Erasmus students are colonising different districts and activities through diverse processes of belonging and distinction. Beyond the studentification literature (and its housing-supply centred perspective) it is necessary to recognise that international students become involved in broader urban processes such as the tourism industry, marginal gentrification or entrepreneurial creativity, thus becoming a new class of transnational urban consumers.
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Sharma, Andy, Ann Moss Joyner, and Ashley Osment. "Adverse Impact of Racial Isolation on Student Performance: A Study in North Carolina." Education Policy Analysis Archives 22 (March 10, 2014): 14. http://dx.doi.org/10.14507/epaa.v22n14.2014.
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This study examines the impact of racial isolation on high school student performance in North Carolina, a state in the southeast United States. Our research goal is to investigate if increased isolation negatively impacts Black students’ academic performance. Employing the North Carolina State Department of Public Instruction (NCDPI) dataset, we test for this using Algebra I and English I scores on End-of-Course exams for ninth graders (N = 134,646) during the 2007-2008 school year. We control for student-level characteristics, such as race and ethnicity, economic disadvantage (eligibility for free and reduced-price lunch), and designation as gifted. We also analyze the effect of school-level characteristics, such as teacher experience, teacher training (advanced degree), teacher accreditation (fully licensed), and the percentage of students who were Black or Latino. Our results suggest racial isolation adversely impacts student performance on Algebra I by as much as three points. With our restricted hierarchical dataset and multi-level modeling, we (a) contribute to the growing body of literature, which finds a negative association between racial isolation/segregation and student performance, and (b) find teacher attributes can moderate some of the adverse student outcomes.
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Naraian, Srikala. "Teaching for “Real”: Reconciling Explicit Literacy Instruction With Inclusive Pedagogy in a Fourth-Grade Urban Classroom." Urban Education 54, no. 10 (May 16, 2016): 1581–607. http://dx.doi.org/10.1177/0042085916648742.
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Increasing evidence of the re-segregation of students of color within special education suggests that the constructivist-explicit instruction debate may still be relevant for urban educators. While inclusive educators advocate learner-centered constructivist methods for supporting students with disabilities, mainstream special educators equally promote explicit instructional processes. This article describes the literacy instruction of two teachers who drew on both explicit pedagogy and constructivist approaches to student learning. They reconciled these oppositional frameworks through their focus on “real” reading outcomes for their students. I argue that the teachers’ deeper commitments rendered their eclectic approach a form of inclusive pedagogy.