Does existing racial segregation across large residential areas structure the racial composition of school attendance zones such that compact attendance zones will be more racially homogeneous than irregularly shaped attendance zones?
Narrowing Pathways? Exploring the Spatial Dynamics of Postsecondary STEM Preparation in Philadelphia, Pennsylvania
What geographical factors are associated with the postsecondary STEM preparation of students from underrepresented groups in the School District of Philadelphia from middle to high school?
Can Class-Based Substitute for Race-Based Student Assignment Plans? Evidence from Wake County, North Carolina.
1. Were Wake County schools more racially integrated under the race-based or the socioeconomic-based pupil assignment plan? 2. Was overall student achievement higher under the race-based or socioeconomic-based plan? 3. Did achievement gaps increase or decrease under the race-based or socioeconomic-based plan? 4. Was school racial composition correlated with changes in performance under the race-based or socioeconomic assignment plan?
What motivates middle class parents to send their children to a racially and socioeconomically integrated urban school? What were the processes through which they came to that decision?
How did parents’ views of social class and, especially, race affect their decision-making?
This study evaluates the effects of classroom peers on standardized testing achievement for all third- and fourth-grade students in the Philadelphia School District over 6 school years.
Is housing status a predictor of student achievement in a large urban district, even after controlling for common correlates like income and race? Is the homelessness effect mediated by attendance? What school-level factors predict homeless student achievement?
How does the extent and quality of intergroup contact experienced by students help to predict their perceptions of the academic environment in the school or their attitudes towards people from other groups (racial and ethnic).
To what degree do Atlanta-area racial and ethnic segregation patterns in public secondary schools reflect those in residential catchment areas?
Perceived School and Neighborhood Safety, Neighborhood Violence and Academic Achievement in Urban School Children
This study utilizes data obtained from the NIfETy Method, child self-report data related to students’ sense of safety, and standardized test scores to better understand the relationship betweenperceived community and school safety, neighborhood violence and school performance in 3rd-5th graders in a mid-Atlantic urban school system.
This article investigates how Michigan’s charter school policy influences the composition of students by race and socioeconomic status in urban traditional public schools.
Mapping School Segregation: Using GIS to Explore Racial Segregation Between Schools and their Corresponding Attendance Areas
Examines whether student enrollment in non-neighborhood schools changes levels of racial segregation in public schools across urban school districts by comparing the racial composition of schools and their corresponding attendance area.
Race, Racial Concentration, and the Dynamics of Educational Inequality Across Urban and Suburban Schools
How does the process of educational performance and attainment differ across the 2 types of American schools (low and high minority schools)?
They examine the distribution of the gap in test scores across races within New York City public schools and the factors that explain these group.
Examination of race and class segregation within one urban school district prior to and then after integration plans were dismantled.
Determine how much variation in the average attributes of teachers currently exists across schools.