To gain understanding of the experiences of students of color in a STEM living-learning program.
STEM as "Minority": A Phenomenological Case Study of How Students of Color Perceive Their Experience in a STEM Living-Learning Program
Do teachers’ instructional practices differentially affect the mathematics achievement of kindergarten students whose backgrounds differ in terms of their race/ethnicity, socioeconomic status (SES), and mathematic academic readiness?
H1:As black/white school dissimilarity increase, the black/white achievement gap increases H2:As exposure of black students to white students increases, the black/white achievement gap decreases H3: As exposure of black students to other minority students increases, the black/white achievement gap increases or remains stable H4: As black students become increasingly isolated by themselves, the black/white achievement gap increases.
Housing Policy is School Policy: Economically Integrative Housing Promotes Academic Success in Montgomery Count, Maryland
Examination of elementary school math and reading performances of public housing students from very-low-poverty to moderate-poverty level neighborhoods to determine effects of economic integration on performance.
How do assumptions, structures, institutions and other factors that impact our educational system interact to create and perpetuate inequality? Is school racial segregation one of the factors that create and perpetuate educational inequality?
Describes Chicago’s patchwork system of school choice.
"We Value Diversity, butâ€¦" Academic Achievement of White, Middle Class Elementary Students in Segregated and Integrated Schools
Does academic achievement of elementary school children from white, middle class backgrounds differ depending on the racial makeup of their school?
Immigrants and Education in the US Interior: Integrating and Segmenting Tendencies in Nashville, Tennessee
Examine the expression and pattering of integrating and segmenting tendencies in a local community of the U.S. interior.
Examine how inequitable the racial achievement gaps are and how much progress towards equity was made through changes in achievement gaps.
Difficult from the Start: Implementing the Brown Decision in the Kansas City, Missouri Public Schools
History of school desegregation in Kansas City, Missouri.
Analyzed elementary schools in five California metropolitan areas to examine the extent that the racial composition of schools deviates from neighborhood compositions, and investigate the potential for schools to promote racial integration.
Studies the connection between student achievement in reading & the Black-White achievement gap, emphasizing different instructional strategies.
Racial Segregation in Georgia Public Schools 1994-2001: Trends, Causes and Impact on Teacher Quality
Racial Segregation in GA Public Schools.
1) What is the prevalence and effects of Chicano segregation?
2) What is the history of Chicano segregation and racism towards Chicanos?
3) What are the contemporary issues in Chicano segregation? 4) What has been or can be done to integrate Chicano students?
Tests whether school organization affects friendship segregation in a national sample of adolescents friendship networks.
Summarizes research on effects of desegregation in elementary and secondary schools
Explore how can socioeconomic integration promotes racial integration in schools.
Are Black and White students treated differently by White teachers on the basis of race in integrated classrooms?
Integration effects on Blacks achievement.
Examines long term outcomes of desegregated schooling for African Americans- employment patterns and income
-This study finds significant school SES effects when cross-sectional models are estimated.
-These effects largely disappear when longitudinal models are applied, namely, value-added and student fixed effect models.
– There are some statistically significant effects remaining for school racial composition in two of the states and for various subgroups, but the magnitudes of the effects are small.
-Peer SES has no effects or only very small effects on academic achievement
-Large school SES effects often found in cross-sectional studies are artifacts of aggregation and are not a sound basis for SES-based school integration policies.
– The commonly used cross-sectional models for student achievement produce sizable estimates for school SES effects which are often comparable with the effect for student SES. However, in properly specified models using longitudinal data that either (a) control for students’ prior achievement or (b) control for stable differences between students, the effects of school SES are very small.
– The analyses presented in this article do not support the widely held view that school SES and school racial composition have strong effects on student achievement.
-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.