Charter Schools and the Segregation of Students by Income

Dalane, Kari; Marcotte, Dave E.

doi:10.2139/ssrn.3828327

Cited by 1 publication

(2 citation statements)

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“…In most states, students transfer between public neighborhood and charter schools with similar racial/ethnic compositions (Zimmer et al 2009). On the other hand, more recent evidence finds that segregation by race/ethnicity and socioeconomic status has increased in places where school choice has expanded (Dalane and Marcotte 2021; Kimelberg and Billingham 2013; Kotok et al 2017; Ladd, Clotfelter, and Holbein 2017; Marcotte and Dalane 2019; Monarrez et al 2022; Orfield and Frankenberg 2013). Additionally, charter schools are often more segregated than the neighborhoods in which they are located (Saporito and Sohoni 2006) and the traditional public schools from which their students came (Denice et al 2021; Whitehurst et al 2017).…”

Section: Introductionmentioning

confidence: 99%

“…One rationale underlying school-choice policies, including charter schools, is that they provide parents with the opportunity to select schools they believe will offer better academic environments for their children, regardless of where they live (Archbald 2004; Bifulco, Ladd, and Ross 2009; Liu and Taylor 2005). Recent evidence, however, indicates that the expansion of charter schools has increased racial/ethnic and socioeconomic school segregation within districts (Dalane and Marcotte 2021; Marcotte and Dalane 2019; Monarrez, Kisida, and Chingos 2022). Indeed, the link between residential and public-school segregation has strengthened over time with the growth of school choice (Frankenberg 2013).…”

mentioning

confidence: 99%

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Spatial Mismatch and the Share of Black, Hispanic, and White Students Enrolled in Charter Schools

Denice

2022

Sociol Educ

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How are patterns of segregation related to families’ engagement in public-school choice policies across U.S. metropolitan areas? This article examines how segregation in urban public schools and the spatial mismatch between school-age children and relatively high-performing schools relate to the shares of Black, Hispanic, and White students enrolled in charter schools, one particular school choice mechanism. Drawing on Core-Based Statistical Area–level data, I find that charter-school enrollment among Black students is positively associated with spatial mismatch. As the degree of geographic imbalance between Black and, to a lesser extent, Hispanic school-age children and high-performing schools increases, so too does the share of Black and Hispanic students who enroll in charter schools. There is no such relationship for White students, whose enrollment in charter schools is higher when school segregation is relatively low—that is, when they would be more likely to attend neighborhood public schools with Black children.

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