Choice without Inclusion?: Comparing the Intensity of Racial Segregation in Charters and Public Schools at the Local, State and National Levels

Heilig, Julian Vasquez; Brewer, T. Jameson; Williams, Yohuru

doi:10.3390/educsci9030205

Cited by 14 publications

(10 citation statements)

References 19 publications

(16 reference statements)

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“…More to the point, advocates of charter schools have suggested this market-based approach is a mechanism to curtail the achievement gap and is connected to the Civil Rights movement (Scott, 2013). Yet scholars who explore the racial politics of charter schools illuminate how the charter school movement sustains and reproduces regnant inequitable power relations, including increased racial segregation, excluding students with disabilities, and links to gentrification (Dixson, 2011; Horsford et al, 2019; Lipman, 2011; Vasquez Heilig et al, 2019; Waitoller, 2020; Watkins, 2012.) Hernandez’s (2016) scholarship on the rhetorical strategies of market-based reformers’ discourses illustrates that while reformers attempt to convey a morphed, complicated colorblind discourse that attempts to advance a post-racial Civil Rights commitment, these leaders “invocations exist alongside subtly constructed, negative racial narratives” (p. 2).…”

Section: Charter School Authorization Process: a Ritual Of Stratificamentioning

confidence: 99%

“The Price of Disaster”: The Charter School Authorization Process in Post-Katrina New Orleans

Henry

2021

Educational Policy

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Charter schools because of their entanglements with privatization remain one of the most publicly contested and controversial educational reform initiatives. Charter schools, in theory, are to balance autonomy and accountability in order to provide students with innovative learning environments and increased achievement on traditional academic measures. The governance of charter schools and the vision espoused in the charter application are central in determining the organization and operation of charter schools. As such, connected to charter schools are the actors that envision them and the processes and policies that enable them. Utilizing the case of post-Katrina New Orleans, I examine the charter authorization process, an understudied aspect of charter school policy. Understood as an objective, colorblind process in mainstream policy articulations, the authorization process regulates entry into educational markets. This paper applies a Critical Race Theory analysis to the authorization process. I argue the charter school authorization process is a foundational gatekeeping mechanism that structures charter markets. In so doing, the charter school authorization process is embedded within and constitutive of on-going processes of racial formation and racialized power solidification. Moreover, I argue mainstream policy articulations situate the charter school authorization process as an accountability mechanism that is neutral, benign, and objective; such articulations distort and distract from the racial antagonisms upon which neoliberal reform projects are built.

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Section: Charter School Authorization Process: a Ritual Of Stratificamentioning

confidence: 99%

“The Price of Disaster”: The Charter School Authorization Process in Post-Katrina New Orleans

Henry

2021

Educational Policy

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“…The spatial lag model reveals the positive relation between areas with rich spatial accessibility and areas with larger Hispanic or Latinx populations. In the same fashion as the generally known racial disproportionality in charter school enrollment (Frankenberg et al, 2017;Vasquez Heilig et al, 2019), access to charter schools is more likely to be offered to primary school students who reside in areas with larger Hispanic or Latinx populations. Still, a higher proportion of a population aged 5-64 years with limited or no English has a strong negative correlation with potential spatial accessibility to New York metropolitan charter schools.…”

Section: Geographic Restriction Of Charter School Accessmentioning

confidence: 99%

A Spatial Analysis on Charter School Access in the New York Metropolitan Area

Liu

Lubienski

2021

Teachers College Record: The Voice of Scholarship in Education

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Background Extant literature has consistently indicated that access to charter school markets is shaped by social geography. Given interest in location shown by charter schools and parents, estimating potential spatial access to charter schools has become instrumental in understanding equal opportunities for charter school enrollment in metropolitan areas with preexisting residential segregation. Purpose By considering the increasing significance of sociogeography, this article asks whether students have equal opportunities for potential spatial access to charter schools across communities and how disparities in charter school access are related to housing patterns. Setting This study focuses on 122 charter schools in the New York metropolitan region, a highly segregated metropolitan area in the United States where charter schools are a primary component of education reform. Research Design The first part of this study illustrates patterns of spatial accessibility of the area's charter schools, within a 20-minute commuting time, to students aged 5–13 years by employing the enhanced two-step floating catchment area method using a Gaussian function. The next part of the study tests the hypothesis that students are able to access charter schools equitably and irrespective of their place of residence. The spatial lag regression model is used to compare distributions of potential spatial accessibility with 15 demographic and socioeconomic variables. Findings Even after controlling for disproportionate population sizes by census tract, the potential need for charter schools is matched inequitably with the supply of educational service providers. The spatial lag regression results indicate that children in areas less accessible to charter schools within a convenient travel period tend to be exposed to communities with more populations of color, higher unemployed groups, and less expensive housing. Conclusions The findings offer empirical evidence that access to charter school differs depending on demographic and socioeconomic attributes, in significant combination with geography, illuminating charter school location strategies in real-world contexts. Though charter schools have been promoted as a vehicle to offer significant equity advantages across politically designed and strictly operated school attendance boundaries, charter schools in metropolitan New York exercise a distinct and profound form of pseudo-zoning by use of location strategies to exclude certain children who may be considered less desirable.

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“…Desde ese momento, diferentes estudios han analizado el origen, magnitud y evolución de la segregación escolar por nivel socioeconómico entre las escuelas públicas y privadas en diferentes países (p.ej., Chapman, 2018;Courtioux y Maury, 2020;Fahle et al , 2020;Gorard y Smith, 2004;Monarrez, Kisida y Chingos, 2019;Murillo y Martínez-Garrido, 2017;Siddiqui, 2017;Vasquez Heilig, Brewer y Williams, 2019). Así, por ejemplo, el reciente estudio de Monarrez, Kisida y Chingos (2019), en el que se descompone la segregación escolar en función del tipo de centro, encuentra la fuerte aportación a la segregación de las escuelas privadas y las escuelas charter.…”

Section: Segregación Publico Privadounclassified

Profundizado en la segregación social de los centros de secundaria en la Comunidad de Madrid

Torrecilla¹,

Martínez-Garrido²

2021

RASE

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Recientes estudios han mostrado que la segregación escolar por nivel socioeconómico en la Comunidad de Madrid es muy alta, la más alta de España, y una de las más elevadas de Europa. Esta investigación profundiza en el conocimiento de la segregación escolar por nivel socioeconómico en educación secundaria con datos recientes mediante la consecución de tres objetivos: a) estimando su magnitud con diversas estrategias, calculando su perfil para 19 grupos minoritarios y comparándola con otras Comunidades; b) estudiando el papel de los centros públicos, privados concertados y no concertados; y c) determinando la aportación del programa de bilingüismo a la segregación. Se realiza una explotación de los datos de España PISA-2018 y se utilizan cinco índices diferentes y complementarios para estimar la segregación social y su descomposición –el Índice de Disimilitud, el Índice de Segregación de Gorard, el Índice de Raíz Cuadrada de Hutchens, el Índice de Aislamiento y el Índice de Inclusión Socioeconómica–. Los resultados indican que la Comunidad de Madrid continúa teniendo niveles muy altos de segregación escolar que la sitúan a la cabeza de España. Además, verifican el fuerte papel que la privatización de la educación y el programa de bilingüismo tienen en la segregación por nivel socioeconómico de los estudiantes de educación secundaria. Así, se denuncia la situación de inequidad educativa de la región y la influencia que la privatización y el programa de bilingüismo y se insta a que el Gobierno regional elabore con toda urgencia un Plan de lucha contra la segregación escolar.

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Choice without Inclusion?: Comparing the Intensity of Racial Segregation in Charters and Public Schools at the Local, State and National Levels

Cited by 14 publications

References 19 publications

“The Price of Disaster”: The Charter School Authorization Process in Post-Katrina New Orleans

“The Price of Disaster”: The Charter School Authorization Process in Post-Katrina New Orleans

A Spatial Analysis on Charter School Access in the New York Metropolitan Area

Profundizado en la segregación social de los centros de secundaria en la Comunidad de Madrid

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