Roscigno, Vincent J., & Condron, Dennis J.
Researchers: Dennis J. CondronVincent J. Roscigno
University Affiliation: The Ohio State University
Email: roscigno.1@sociology.osu.edu
Research Question:
Examination of race and class segregation within one urban school district prior to and then after integration plans were dismantled.
Published: 1
Journal Name or Institutional Affiliation: Nova Publishers
Journal Entry: "The End of Desegregation?" Chapter 4, pp. 75-95
Year: 2003
Findings:
- The most highly credentialed teachers are concentrated in high-SES White schools.
- There is a range of 6.3% of teachers holding a master’s degree across elementary schools in the district.
- The average years of experience for teachers across the district ranges from 5.3 to 24.8.
- There was significant variance of achievement indicators across schools.
- The dissimilarity index during the busing policy was .28, suggesting that 28% of whites would have to move to achieve racial balance.
- The dissimilarity index after the busing policy ended was .49, a figure 17.5% higher than just three years before.
- Racial segregation intensified quickly once busing ended in this district.
- The resulting patterns of racial concentration within the district are associated with local spending disparities per pupil, as those attneding non-White schools and schools with poorer student bodies receive less overall.
- Class composition and class segregation of schools seems to have even more pronounced associations with spending patterns, school conditions, and teacher quality than does racial composition, making class segregation as important as racial segregation.
- Local spending allocations have strong, positive impact on overall student performance
- For reading and writing, and to a moderate degree math and science, higher teacher credentials boost achievement