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Rich, Peter, Jennifer Candipan e Ann Owens. "Segregated Neighborhoods, Segregated Schools: Do Charters Break a Stubborn Link?" Demography 58, n. 2 (1 marzo 2021): 471–98. http://dx.doi.org/10.1215/00703370-9000820.
Testo completoAbstract (sommario):
Abstract Residential and school segregation have historically mirrored each other, with school segregation seen as simply reflecting residential patterns given neighborhood-based school assignment policy. We argue that the relationship is circular, such that school options also influence residential outcomes. We hypothesize that the expansion of charter schools could simultaneously lead to an increase in school segregation and a decrease in residential segregation. We examine what happens when neighborhood and school options are decoupled via public school choice in the form of charter schools using data from the census and the Common Core of Data on a national sample of more than 1,500 metropolitan districts. We find that Black-White school segregation increased and residential segregation declined in response to increases in the charter enrollment share from 2000 to 2010. In districts with charter schools, the average increase in the charter enrollment share corresponded to a 12% increase in school segregation and 2% decline in residential segregation. We find no relationship between charter school expansion and school segregation between White and Hispanic students, perhaps because Hispanic students attend more racially diverse charters than White or Black students. White-Hispanic residential segregation declined as charter enrollment increased. Our results demonstrate that educational policy is consequential for both school and neighborhood population processes. When these two contexts are decoupled via public school choice, school and neighborhood segregation patterns move in opposite directions, rather than mirroring each other. Our findings also provide a cautionary lesson for unfettered expansion of choice without integration imperatives.
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Boterman, Willem R. "The role of geography in school segregation in the free parental choice context of Dutch cities". Urban Studies 56, n. 15 (1 aprile 2019): 3074–94. http://dx.doi.org/10.1177/0042098019832201.
Testo completoAbstract (sommario):
School segregation and residential segregation are generally highly correlated. Cities in the Netherlands are considered to be moderately segregated residentially, while the educational landscape is choice-based but publicly funded. This article analyses how school and residential segregation are interrelated in the educational landscape of Dutch cities. Drawing on individual register data about all primary school pupils in the 10 largest cities, it demonstrates that segregation by ethnicity and social class is generally high, but that the patterns differ strongly between cities. By hypothetically allocating children to the nearest schools, this article demonstrates that even in a highly choice-based school context school segregation is to a large extent the effect of residential patterns. The role of residential trends, notably gentrification, is therefore crucial for understanding the differences in current trends of school segregation across Dutch urban contexts.
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Rothstein, Richard. "The myth of de facto segregation". Phi Delta Kappan 100, n. 5 (22 gennaio 2019): 35–38. http://dx.doi.org/10.1177/0031721719827543.
Testo completoAbstract (sommario):
Today, our schools are more racially segregated than at any time in the last 40 years, mainly because the neighborhoods in which they are located are themselves racially segregated. Yet, the U.S. Supreme Court, in its 2007 Parents Involved ruling, prohibited school districts from implementing even modest race-conscious desegregation plans. If people of differing races live in different neighborhoods, the Court found, it is because of de facto segregation (e.g., private individuals’ choices about where to live), which the government has no power to remedy. But in fact, argues Richard Rothstein, residential segregation can be traced back to specific decisions made by public officials at the local, state, and federal levels. De facto segregation is a myth, and there’s no reason why the government shouldn’t take action to integrate schools in segregated neighborhoods.
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Jayakumar, Uma M. "The Shaping of Postcollege Colorblind Orientation Among Whites: Residential Segregation and Campus Diversity Experiences". Harvard Educational Review 85, n. 4 (1 dicembre 2015): 609–45. http://dx.doi.org/10.17763/0017-8055.85.4.609.
Testo completoAbstract (sommario):
In this article, Uma M. Jayakumar investigates the cumulative impact of experiences with segregation or racial diversity prior to and during college on colorblind ideological orientation among white adults. An analysis of longitudinal data spanning ten years reveals that, for whites from segregated and diverse childhood neighborhoods, some experiences in college may increase colorblind thinking, while others may facilitate a greater understanding of the racial context of US society. Segregated white environments, or white habitus, before, during, and after college are associated with whites' colorblind ideological orientations, with negative implications for racial justice. Campus racial diversity experiences can play a role in diminishing the influence of white habitus but are not necessarily doing so. In other words, the challenges of addressing colorblind orientation are greater for white students from segregated neighborhoods and high schools who also tend to choose segregated white campus environments and are less likely to engage across race lines while in college. This study speaks to the need for more direct interventions addressing colorblind ideology among white college students. The findings suggest that racial diversity and integration are potentially disruptive but insufficient conditions for unlearning harmful colorblind frames.
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Schreurs, Zoë Elisabeth Antonia, e Shu-Nu Chang Rundgren. "Neighborhood, Segregation, and School Choice". Multidisciplinary Journal of School Education 10, n. 2 (20) (27 dicembre 2021): 111–33. http://dx.doi.org/10.35765/mjse.2021.1020.06.
Testo completoAbstract (sommario):
Over the past few decades, school choice has been a widely debated issue around the globe, following the development of pluralism, liberty, and democracy. In many countries, school choice systems were preceded by residence-based school assignment systems, creating a strong connection between a neighborhood and its schools’ demographic compositions. However, schools often remain highly segregated. School segregation is thus seen as a major problem and is supposedly driven by three main factors: residential segregation, parental school choice, and schools’ selection of pupils. This paper aims to shed light on what research should be focusing on as regards school choice and residential segregation with the following two research questions: What are the links between neighborhood and school choice in the literature? How are neighborhood and school choice connected to school segregation in the literature? Two main findings emerged: (1) the neighborhood-based social networks that parents developed had limited their school choices and (2) neighborhood segregation is one of the most important factors that contributes to school segregation and is related to multi-ethnic and socioeconomic contexts.
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Taylor, Chris, e Stephen Gorard. "The Role of Residence in School Segregation: Placing the Impact of Parental Choice in Perspective". Environment and Planning A: Economy and Space 33, n. 10 (ottobre 2001): 1829–52. http://dx.doi.org/10.1068/a34123.
Testo completoAbstract (sommario):
There have been many claims that the introduction of parental choice for schools in the United Kingdom would lead to further socioeconomic segregation between schools. However, little evidence of this has actually emerged. Instead during the first half of the 1990s, in particular, the number of children living in poverty became more equally distributed between UK secondary schools. Part of the explanation for this lies with the prior arrangements for allocating children to schools, typically based upon designated catchment areas. In this paper we argue that the degree of residential segregation that exists in England ensured that schools were already highly segregated before the introduction of market reforms to education, and has continued to be the chief determinant of segregation since. We then suggest that the School Standards and Framework Act 1998, which advocates a return to the use of catchment areas and distance to school when allocating places in oversubscribed schools, may be leading inadvertently to increased socioeconomic segregation between schools.
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Pearman, Francis A., e Walker A. Swain. "School Choice, Gentrification, and the Variable Significance of Racial Stratification in Urban Neighborhoods". Sociology of Education 90, n. 3 (24 maggio 2017): 213–35. http://dx.doi.org/10.1177/0038040717710494.
Testo completoAbstract (sommario):
Racial and socioeconomic stratification have long governed patterns of residential sorting in the American metropolis. However, recent expansions of school choice policies that allow parents to select schools outside their neighborhood raise questions as to whether this weakening of the neighborhood–school connection might influence the residential decisions of higher-socioeconomic-status white households looking to relocate to central city neighborhoods. This study examines whether and the extent to which expanded school choice facilitates the gentrification of disinvested, racially segregated urban communities. Drawing data from the Decennial Census, the American Community Survey, the National Center for Educational Statistics, and the Schools and Staffing Survey, this study finds evidence that college-educated white households are far more likely to gentrify communities of color when school choice options expand. In particular, the expansion of school choice increases the likelihood of gentrification by up to 22 percentage points in the most racially isolated neighborhoods of color—more than twice the baseline likelihood for such communities.
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Stearns, Elizabeth. "Long-Term Correlates of High School Racial Composition: Perpetuation Theory Reexamined". Teachers College Record: The Voice of Scholarship in Education 112, n. 6 (giugno 2010): 1654–78. http://dx.doi.org/10.1177/016146811011200604.
Testo completoAbstract (sommario):
Background/Context Perpetuation theory predicts that attending a racially segregated school paves the way for a lifetime of segregated experiences in neighborhoods, schools, and jobs. Research conducted in the 1970s and 1980s linked racial isolation in high schools with later racial isolation in many social settings among African-American students. Racial isolation in the workplace is particularly important to study given that it is an indicator of social cohesion and has been linked with lower levels of pay for workers of color. Purpose This study updates much of this research, focusing on the extent to which young adults are racially isolated in the workplace for a more contemporary and racially/ethnically diverse sample. Research Design Using the National Education Longitudinal Study, I conduct ordinary least squares regression with Huber/White/sandwich robust variance estimates and a correction for clustered observations. Findings I find that the racial composition of high schools has a long-term effect on the extent to which young adults are racially isolated in the workplace. I find that exposure to other racial groups in high school—specifically, exposure to Asian American, Latino, and African American students for White students, and exposure to Latinos and Whites for African American students—reduces their racial isolation in workplace settings after high school. These effects are remarkable in that they are being detected net of measures of region, high school resources, and individual resources, and particularly net of residential isolation in the neighborhoods that the students lived in during the survey period. Conclusions This study's findings are consistent with perpetuation theory, which highlights the long-term effects of attending segregated schools across multiple social settings. It offers additional reasons to be concerned about the resegregation of America's schools: as they reseg-regate, additional racial isolation in the workplace is expected to follow.
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Goldsmith, Pat Rubio. "Learning Apart, Living Apart: How the Racial and Ethnic Segregation of Schools and Colleges Perpetuates Residential Segregation". Teachers College Record: The Voice of Scholarship in Education 112, n. 6 (giugno 2010): 1602–30. http://dx.doi.org/10.1177/016146811011200603.
Testo completoAbstract (sommario):
Background Despite a powerful civil rights movement and legislation barring discrimination in housing markets, residential neighborhoods remain racially segregated. Purpose This study examines the extent to which neighborhoods’ racial composition is inherited across generations and the extent to which high schools’ and colleges’ racial composition mediates this relationship. To understand the underlying social processes responsible for racial segregation, I use the spatial assimilation model, the place stratification model, and perpetuation theory. Population Data for this project are from the National Education Longitudinal Study (NELS), the Integrated Postsecondary Education Data System (IPEDS), and the U.S. Census. Research Design A longitudinal design tracks the racial composition of the schools, colleges, and neighborhoods from adolescence through age 26. Findings Holding constant the percent white in teenagers’ neighborhoods, socioeconomic status, and other variables, the percent white that students experience in high school and college has a lasting influence, affecting the percent white in young adult neighborhoods and explaining 31% of intergenerational continuity of neighborhood racial composition. Conclusions The analyses suggest that racial segregation in high schools and colleges reinforces racial segregation in neighborhoods.
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Weathersby, Claude. "School Conversions in the Segregated St. Louis Public Schools District Prior to the Historic Brown v. Board of Education Ruling". Journal of Urban History 43, n. 2 (3 agosto 2016): 294–311. http://dx.doi.org/10.1177/0096144215575008.
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Even though the St. Louis Board of Education established the first high school for blacks west of the Mississippi River, the first facility was substandard. As the black population of St. Louis grew and encroached upon the white residential areas, it became necessary to provide additional school facilities for black enrollment. On several occasions, school officials reluctantly resorted to the conversion of school buildings from white to black use. During the decades of the 1930s, 1940s, and early 1950s, the St. Louis Public Schools district experienced a tremendous increase in the black student population. School conversions were prompted by civil protests and demands by the black community. The conversion (from white to black) of a school building’s use, in some instances, tended to elicit the ire of the affected white parents.
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Firmansyah, Rangga, Nazlina Shaari, Sumarni Ismail, Nangkula Utaberta e Ismar Minang Satotoy Usman. "OBSERVATION OF FEMALE DORM PRIVACY IN ISLAMIC BOARDING SCHOOLS IN WEST JAVA, INDONESIA". Journal of Islamic Architecture 6, n. 4 (26 dicembre 2021): 360–68. http://dx.doi.org/10.18860/jia.v6i4.13091.
Testo completoAbstract (sommario):
In learning activity processes in Islamic boarding schools, students must study and live in a dormitory. It functions to replace a residential home where the privacy aspect should be taken into consideration. This study aims to observe the privacy aspects closely related to the female students' bedrooms, covering six elements examined in five case studies, including the sex-segregated dormitories, the main function of staying, visual privacy on the dimensions height of the windows, acoustic privacy, and olfactory privacy in terms of the connection between dormitory rooms. It was found that the privacy aspect in the dormitory room still lacked attention due to the addition of space functions and bathroom facilities in it. Meanwhile, adding personal facilities, such as storage and study areas, could enhance the students' privacy. Especially for the type of student bedroom, it is necessary to provide a place for drying clothes by utilizing the balcony area. Besides that, it is required to pay attention to the type, dimensions direction of window openings so that the level of privacy of female students will be more optimal.
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Lee, Jin, e Christopher A. Lubienski. "A Spatial Analysis on Charter School Access in the New York Metropolitan Area". Teachers College Record: The Voice of Scholarship in Education 123, n. 2 (febbraio 2021): 1–30. http://dx.doi.org/10.1177/016146812112300205.
Testo completoAbstract (sommario):
Background Extant literature has consistently indicated that access to charter school markets is shaped by social geography. Given interest in location shown by charter schools and parents, estimating potential spatial access to charter schools has become instrumental in understanding equal opportunities for charter school enrollment in metropolitan areas with preexisting residential segregation. Purpose By considering the increasing significance of sociogeography, this article asks whether students have equal opportunities for potential spatial access to charter schools across communities and how disparities in charter school access are related to housing patterns. Setting This study focuses on 122 charter schools in the New York metropolitan region, a highly segregated metropolitan area in the United States where charter schools are a primary component of education reform. Research Design The first part of this study illustrates patterns of spatial accessibility of the area's charter schools, within a 20-minute commuting time, to students aged 5–13 years by employing the enhanced two-step floating catchment area method using a Gaussian function. The next part of the study tests the hypothesis that students are able to access charter schools equitably and irrespective of their place of residence. The spatial lag regression model is used to compare distributions of potential spatial accessibility with 15 demographic and socioeconomic variables. Findings Even after controlling for disproportionate population sizes by census tract, the potential need for charter schools is matched inequitably with the supply of educational service providers. The spatial lag regression results indicate that children in areas less accessible to charter schools within a convenient travel period tend to be exposed to communities with more populations of color, higher unemployed groups, and less expensive housing. Conclusions The findings offer empirical evidence that access to charter school differs depending on demographic and socioeconomic attributes, in significant combination with geography, illuminating charter school location strategies in real-world contexts. Though charter schools have been promoted as a vehicle to offer significant equity advantages across politically designed and strictly operated school attendance boundaries, charter schools in metropolitan New York exercise a distinct and profound form of pseudo-zoning by use of location strategies to exclude certain children who may be considered less desirable.
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Mangino, William. "A Critical Look at Oppositional Culture and the Race Gap in Education". ISRN Education 2013 (12 maggio 2013): 1–5. http://dx.doi.org/10.1155/2013/363847.
Testo completoAbstract (sommario):
This paper offers a sociological critique of the perceived Black-White gap in education and of the theory of “opposition” that underpins it. The literature extending back a century discusses how oppressed and segregated groups adopt attitudes opposed to those who oppress and contain them. Failure to situate the current oppositional culture in this larger body of literature makes opposition seem specific to Black Americans; it is not. Further, among people with similar economic resources, Black Americans have higher educational aspirations and go to college more than comparable Whites. The continued framing of a “race gap” without reference to economic circumstances reifies race and lays the blame for educational failure on schools, teachers, families, and students, when the real culprits are social and economic issues like jobs, wages, and residential segregation. But because politically we are unwilling to deal with these larger socioeconomic issues, educational professionals are compelled to practice as if economic inequality and poverty do not matter, but in fact they do. Because Black Americans are disproportionately represented in lower economic strata, a spurious correlation exists in professional and popular discourse that mistakenly identifies Black people as “opposed” to education. Net of socioeconomic status, Black Americans are no more opposed than anyone else.
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Richards, Meredith P., e Kori J. Stroub. "Metropolitan Public School District Segregation by Race and Income, 2000–2011". Teachers College Record: The Voice of Scholarship in Education 122, n. 5 (maggio 2020): 1–40. http://dx.doi.org/10.1177/016146812012200504.
Testo completoAbstract (sommario):
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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Erickson, Ansley T., e Andrew R. Highsmith. "The Neighborhood Unit: Schools, Segregation, and the Shaping of the Modern Metropolitan Landscape". Teachers College Record: The Voice of Scholarship in Education 120, n. 3 (marzo 2018): 1–36. http://dx.doi.org/10.1177/016146811812000308.
Testo completoAbstract (sommario):
Background/Context In the first half of the 20th century, American policy makers at all levels of government, alongside housing and real estate industry figures, crafted mechanisms of racial exclusion that helped to segregate metropolitan residential landscapes. Although educators and historians have recognized the long-term consequences of these policies for the making of educational segregation, they have not yet fully perceived how strongly ideas about public schools mattered in the shaping of these exclusionary practices. Purpose/Objective/Research Question/Focus of Study This historical study examines the “neighborhood unit” concept, its origins, and its influence, to illustrate the centrality of schooling in shaping mechanisms of racial segregation. The “neighborhood unit” concept, advocated during the 1920s by planner Clarence Perry before becoming central to local-level planning as well as federal-level housing policy, imagined self-contained communities within cities. Each of the units featured multi-purpose school-community facilities at their literal spatial as well as conceptual center. Perry and the influential cadre of planners who adopted the concept thought it would make metropolitan areas more livable, vibrant, and socially cohesive. But their neighborhood unit idea also encouraged racial segregation, in both schools and residential areas. Research Design Sources for this qualitative historical investigation include published and unpublished primary sources from individuals, organizations, and government entities involved in making and using the idea of the neighborhood unit as well as extant historical scholarship. Conclusions/Recommendations The history of the neighborhood unit shows that ideas about schools were central in the creation of the modern metropolitan landscape and enduring patterns of racial segregation. This evidence furthers the growing historical interpretation that housing segregation and school segregation operate not as separate terrain, but in deep connection with one another. By acknowledging and incorporating this historical perspective, educators and policy makers can reconceptualize segregation's roots, and perhaps its remedies.
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Ward, Katherine. "Dallas Students Take Flights". SMU Journal of Undergraduate Research 4, Spring 2019 (2019). http://dx.doi.org/10.25172/jour.4.1.14.
Testo completoAbstract (sommario):
In 1954, when Brown vs. Board of Education (Brown) ruled that segregation was illegal, Dallas, like most southern cities, was very residentially segregated and not eager to welcome black children into white schools as mandated. The city dragged its feet far longer than others, and in 1961 it was the very last large school district in the country to allow black students to attend white schools (SMU Law 1). Busing for integration was implemented even farther behind other cities, but white flight out of the school district occurred in Dallas to a greater degree than most other metropolitan areas. Currently, according to the National Center for Education Statistics, the Dallas school district has the second lowest percentage of white students, only behind Detroit (“Status and Trends”). There is no question that residential segregation in Dallas was happening long before segregated schools became illegal, leaving uncertainty about the true causes of the wholesale abandoning of the Dallas Independent School District (DISD) by whites. Some researchers believe that the fear of integration doomed the process before it started, while others believe that the flawed implementation is responsible for its failure. I believe that the racial and political atmosphere in Dallas at the time supports a combination of both explanations, as the resisted, prolonged roll-out facilitated a level of fear that the actual implementation could never overcome.
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Farley, Reynolds. "CHOCOLATE CITY, VANILLA SUBURBS REVISITED". Du Bois Review: Social Science Research on Race, 19 agosto 2021, 1–29. http://dx.doi.org/10.1017/s1742058x21000266.
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Abstract Despite the long history of racial hostility, African Americans after 1990 began moving from the city of Detroit to the surrounding suburbs in large numbers. After World War II, metropolitan Detroit ranked with Chicago, Cleveland, and Milwaukee for having the highest levels of racial residential segregation in the United States. Detroit’s suburbs apparently led the country in their strident opposition to integration. Today, segregation scores are moderate to low for Detroit’s entire suburban ring and for the larger suburbs. Suburban public schools are not highly segregated by race. This essay describes how this change has occurred and seeks to explain why there is a trend toward residential integration in the nation’s quintessential American Apartheid metropolis.
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Oittinen, Riikka, Marja Peltola e Venla Bernelius. "”Mä tunnistan kaltaiseni, kun mä nään sen” – Etnografinen tutkimus kaupunkikoulun oppilaiden arkitodellisuuksien eriytymisestä". Terra 134, n. 1 (31 marzo 2022). http://dx.doi.org/10.30677/terra.108013.
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Recent studies reveal that schools in Finland’s largest urban areas are increasingly segregated. Two dimensions of segregation, residential and school segregation, have been found to be strongly interlinked. In this study, we examine how pupils’ daily lives are segregated or integrated across three life domains – 1) home 2) school and 3) leisure activities, and what kind of negotiation and social distinctions are related to these domains among pupils. Our findings are based on an ethnographic study (48 days), including interviews with pupils (n=22) with different social and ethnic backgrounds in one urban lower secondary school. The results demonstrate that differences between the pupils’ life domains are interconnected in many ways and create social distinctions, hierarchies and divisions between pupils, thus forming breeding ground for detachment and segregation. The findings emphasize the need for urban and educational policies that are sensitive to complexities of local context in social mixing measures.
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Lenahan, Teka, Jennifer LoCasale-Crouch, Caroline Chamberlain, Amanda Williford, Jason Downer, Jessica Whittaker e Luke Miller. "Examining the association between neighborhood conditions and school readiness across low and highly segregated school attendance boundaries". Frontiers in Education 7 (1 novembre 2022). http://dx.doi.org/10.3389/feduc.2022.932558.
Testo completoAbstract (sommario):
Neighborhood characteristics are well documented determinants of adolescent and adult health and well-being. One such neighborhood characteristic heavily explored in K-12 research is the role of residential segregation on educational outcomes. Surprisingly, little is known about how community conditions, as well as racial segregation, relate to children’s early school readiness. This is a critical gap in the field as children’s school readiness is a significant marker of school success, both in the short and long term. Thus, this study aimed to address this gap through examining statewide school readiness data and neighborhood opportunity resources related to early childhood development. Student-level readiness data from 84,720 kindergarteners collected through the 2019 Virginia Kindergarten Readiness Program were used to determine whether a student demonstrated school readiness skills. Community conditions surrounding a school were constructed using geospatial mapping of the 2015 School Attendance Boundary (SAB) Survey and Child Opportunity Index 2.0. This study then explored the role of neighborhood segregation in a SAB with student’s school readiness with three separate approaches (entropy, exposure, and share of racial/ethnic groups). A series of logit regression models were used to examine the relationship between community resources and the likelihood a student was school-ready and whether this relationship varied across low and highly segregated SABs. Results indicated that a student in a higher resourced community was more likely to be school ready than a similar student in a lower resourced community. Distribution of students by race/ethnicity across neighborhood resource levels was uneven. Specifically, Black and Hispanic children are overrepresented in lower resourced communities, and White and Asian children overrepresented in higher resourced ones. Further, in two out of three measures of segregation, results show significant variation between neighborhood resources and school readiness likelihood across different levels of segregation. Consistently, students within a more segregated (and particularly Segregated Black or Hispanic) SAB were more sensitive to changes in community resources than those in less segregated SAB. Program and policy implications are discussed.