2006 - Non-School Problems and Urban School Desegregation: An Historical Analysis of the Implications of Desegregation for School Effectiveness in the Cleveland Municipal School District

Attribution: Saatcioglu, Argun
Researchers: Argun Saatcioglu
University Affiliation: University of Kansas
Email: argun@ku.edu
Research Question:
How does school racial composition affect the effectiveness of schools?
Published: 1
Journal Name or Institutional Affiliation: N/A
Journal Entry: N/A
Year: 2006
Findings:
  • Desegregation aids school effectiveness–makes schools less ineffective.
  • Start of desegregation reduced race differences in school effectiveness and brought about net improvement for minorities and Whites. Desegregation helped pull minorities up without harming whites.
  • Desegregation redistributes non-school disadvantages and advantages across the schools, make average school more effective (or in CMSD, less ineffective).
  • Desegregation primarily helps minorities and may benefit disadvantaged whites.
  • The results are while controlling for student poverty and minority concentration.
  • Desegregation works through the mixing of economic, social, and cultural endowments across all students in CMSD and mixing school resources and quality.
Keywords: Academic AchievementCultural CapitalDesegregationFinancial CapitalResegregationRegions: MidwestMethodologies: QuantitativeAnalysis Methods: Two Stage Least Squares Sampling Frame:Cleveland School District
Sampling Types: PopulationAnalysis Units: StudentData Types: Quantitative-Longitudinal
Data Description:
  • Data include yearly records for 370,000 1st-12th grade students from 1978-1998
  • Student level data including demographics, achievement, mobility
  • School level data including poverty levels, resources, students’ neighborhood data including social disorganization, crime, poverty concentration
  • Data are taken from CMSD archives, Census and court records, and police reports.
  • IV: Social, cultural, and financial capital of students.
  • DV: School effectiveness and student outcomes
Theoretical Framework:
Relevance:
Archives: K-12 Integration, Desegregation, and Segregation Abstracts