An examination of school desegregation plans since 1954.
Current Selections
ClearIncreasing Diversity and Persistent Segregation: Challenges of Educating Minority and Immigrant Children in Urban America
An overview of America’s racial and ethnic composition from the 2000 Census and the implications of increasing diversity for urban public schools.
Racial Segregation in Georgia Public Schools 1994-2001: Trends, Causes and Impact on Teacher Quality
Racial Segregation in GA Public Schools.
The Impact of Racial and Ethnic Diversity on Educational Outcomes: Cambridge, MA School District
Impact of racial and ethnic diversity on educational outcomes
Teacher Sorting and the Plight of Urban Schools: A Descriptive Analysis
Determine how much variation in the average attributes of teachers currently exists across schools.
Texas Public Schools: Ethnic/Racial, Socioeconomic, and Linguistic Composition of Student Bodies and Academic Test Performance
What is the relationship between student body’s ethnic/racial, socioeconomic and linguistic composition with academic performance?
Integrating Neighborhoods, Segregating Schools: The Retreat from School Desegregation in the South, 1990-2000
Examines the relationship between residential segregation, public school segregation, and private school enrollment in the South in the 1990s.
Effects of High School Course-Taking and Other Variables on Choice of Science and Mathematics College Majors
To examine the effects of taking particular academically intensive science and mathematics high school courses on choice of science and mathematics majors, versus other majors, in college.
Immigration and African American Educational Opportunity: The Transformation of Minority Schools
Assesses the extent to which African Americans versus non-Hispanic Whites attend schools with children with limited English proficiency (LEP).
The New Segregation
Overview of US national demographic trends in school segregation and the results of research on immigrant children from Puerto Rico.
Diversity and Legal Education: Student Experiences in Leading Law Schools
Explore the impact of diversity by asking students how it has influenced their educational experiences.
The Inequality of Separation: Racial Composition of Schools and Academic Achievement
1. Do African American students show significantly lower scores than other students on the Graduation Exit Examination (GEE)? 2. If they show lower scores, can differences in scores on this examination be explained by the SES of the family (as reflected by the occupational prestige and education of parents)? 3. Does the proportion of African Americans in a school tend to raise or lower the examination scores of students in general, controlling for the socio-demographic characteristics of individual students? 4. Can the effect of racial composition of schools be explained by family socioeconomic background of schoolmates? 5. Does the racial composition of schools affect African American and White Students achievement differently? What is the relative importance of these factors as between-school verses within-school determinants of academic achievement?
Persistence in Science of High-Ability Minority Students: Results of a Longitudinal Study
The purpose of this study was to construct a comprehensive model to investigate why some high-ability minority students follow through with their plans to become scientists and engineers, while others with the same plans do not.
Linking Diversity and Educational Purpose: How the Diversity of the Faculty and Student Body May Impact the Classroom Environment and Student Development
Examines the consequences of having a diverse student body and diverse faculty on student outcomes at predominantly white, four year institutions.
Deepening Segregation in American Public Schools: A Special Report from the Harvard Project on School Desegregation
Report on school segregation changes after the 1990s.
Choosing and Leaving Science in Highly Selective Institutions
– Of the group of 2,276 students initially interested in science, 40 percent did not finally concentrate in science, and smaller proportions of women (48 percent) than of men (66 percent) persisted.
– The most significant cognitive factor predicting these losses was low grades earned in science courses taken during the first two years of study.
– With grades held equal, gender was not a significant predictor of persistence in engineering and biology; gender added strongly to grades, however, as a factor associated with unusually large losses of women from a category that included the physical sciences and mathematics.
– Science majors regarded their instruction as too competitive, with too few opportunities to ask questions, taught by professors who were relatively unresponsive, not dedicated, and not motivating.
– Students who defected from science did so largely because of the attraction of other fields, but many shared the criticism of over competitiveness and inferior instruction, along with the view that the work was too difficult.
– Except for perceived competitiveness, women did not rate their classroom experiences as being more unpleasant than did men.
White Flight and White Return in Norfolk: A Test of Prediction
Compares prediction of continuing white flight In Norfolk to what actually happened there during the 1980s.
Some of My Best Friends are Black: Interracial Friendship and Whites' Racial Attitudes
Examines the tenets and assumptions of contact theory.
Academic Performance of Black High School Students Under Different Conditions of Contact with White Peers
The possible interaction effects of class racial composition and friendship with whites on several aspects of black student’s academic performance
The Effects of Desegregation on Student Achievement: Some New Evidence from the Equality of Educational Opportunity Survey
Examine patterns of change in achievement between first and sixth graders and between ninth and twelfth graders in desegregated schools
School Integration and the Academic Achievement of Negroes
Integration effects on Blacks achievement.
School Integration and Occupational Achievement of Negroes
Examines long term outcomes of desegregated schooling for African Americans- employment patterns and income
Assessing Segregation Under a New Generation of Controlled Choice Policies
-The percentage of White students in Jefferson County private schools was lower in recent years when the new policies were implemented, although White students enroll in private schools at a disproportionately higher rate. The share of Latino students in Jefferson Country private schools during this period has also declined while remaining steady for Black students.
– JCPS’s percentage of White students declined, particularly among younger students, but the district retains a large share of White students, a steady share of Black students, and growing Latino enrollment. The percentage of economically disadvantaged students remained constant.
– The exposure of White and Latino students to Black students declined while Black isolation increased. In fact, the typical Black student had a higher percentage of Black students in their school than White students even though White students comprise a much higher percentage of the district’s enrollment.
– The exposure of FRL students to other low-SES students remained constant while the exposure of non-FRL students to these students increased substantially.
– Two trends emerge regarding segregation within JCPS. First, racial segregation has grown, although the picture is mixed and remains low compared to national trends. The percentage of students in minority concentrated schools rose while the exposure of White and Black students became more dissimilar— and segregative—over time. Latino students became more integrated with Whites and segregated from Blacks since 2006–2007. Second, economic segregation appears stable with mixed findings about whether it is increasing. The race/ poverty overlap remains fairly weak.
– Proximity-based plans often result in segregation when neighborhoods are segregated.
– The isolation for Black students is about 1 percentage point lower than proximity-based; differences for White and Latino students are smaller.
– under the controlled choice scenario, Latinos have higher percentages of Black students in their schools. White students have lower isolation but are still highly isolated, and for all three groups, even the ‘‘lower’’ isolation under this scenario still reflects relatively high isolation. White and Latino students are being assigned to schools with very different racial composition, on average, than are Black students.
– In comparison to the different assignments, the isolation of students in the school they enroll in is slightly more segregated than under the actual assignment.
– segregation is less pronounced for the existing controlled choice assignment in comparison to other potential assignment scenarios.
– While schools remain considerably diverse under this new generation of policies and are more diverse than if students were assigned under the simulated alternative scenarios, there is also evidence of growing racial segregation particularly for Black students; evidence is mixed regarding economic segregation but appears stable. JCPS segregation levels remain considerably lower than most large districts
-Black and Latino students are not concentrated in the same schools. Indeed, in JCPS, the burgeoning Latino enrollment has become more similar to White students in their exposure to other-race students, particularly White students, and more segregated from Black students.
-These findings suggest that this new generalized race-conscious policy might help navigate barriers to inequality, albeit perhaps not to the same extent as policies using individual student race/ethnicity.