Irregularly-shaped school attendance zones and racial integration

Saporito, Salvatore

doi:10.1016/j.ssresearch.2016.10.011

Cited by 12 publications

(19 citation statements)

References 31 publications

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“…But the broader patterns revealed in this paper are worrisome. Most attendance zones in most school districts are relatively compact, a fact demonstrated in this paper and emphasized elsewhere (Saporito, in press; Saporito & Van Riper, 2015). The seemingly benign nature of compact school attendance zones means that the increasing economic segregation of American families—particularly those families with children—is replicated in school attendance zones.…”

Section: Findings and Discussionsupporting

confidence: 61%

“…While relatively few school districts contain irregularly shaped attendance zones (Saporito, in press; Saporito & Van Riper, 2015), this does not mean that school zones are irrelevant. In fact, school zones—especially those that appear benign since they are compact—contribute to educational inequality since they are inseparable from three social trends.…”

Section: School Attendance Zones In An Era Of Rising Income Segregationmentioning

confidence: 99%

“…I modify this approach so that spatial segregation is based on fixed population . Scholarship shows that spatial measures of segregation based on fixed populations are a much better predictor of segregation in attendance zones than are spatial segregation measures based on fixed area (Saporito, in press).…”

Section: Attendance Zone Shape and Income Segregationmentioning

confidence: 99%

“… 4 Prior research (Saporito, in press) measured racial segregation using based on equal-area and equi-populous local environments and found that a spatial segregation index based on the equi-populous approach was a much better predictor of racial segregation in school attendance zones than one based on equal area. …”

mentioning

confidence: 99%

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Shaping Income Segregation in Schools: The Role of School Attendance Zone Geography

Saporito

2017

American Educational Research Journal

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This study investigates how much the geographic shapes of school attendance zones contributes to their levels of income segregation while holding constant levels of income segregation across residential areas. Income segregation across attendance zones is measured with the rank ordered information theory index. Income segregation across residential areas is measured using a spatial variant of segregation (newly developed to predict income segregation in school attendance zones). Findings indicate income segregation across residential areas is highly correlated with income segregation across attendance zones. Still, school districts with the most irregularly shaped zones have less income segregation than school districts with compact zones—net of residential income segregation.

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Section: Findings and Discussionsupporting

confidence: 61%

Section: School Attendance Zones In An Era Of Rising Income Segregationmentioning

confidence: 99%

Section: Attendance Zone Shape and Income Segregationmentioning

confidence: 99%

mentioning

confidence: 99%

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Shaping Income Segregation in Schools: The Role of School Attendance Zone Geography

Saporito

2017

American Educational Research Journal

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“…Richards and Stroub (2015) further find that boundaries are most severely gerrymandered in districts experiencing rapid racial change. However, Saporito (2017) provides evidence that highly irregular boundaries may also provide a mechanism for district administrators to pull students of different racial/ethnic groups living in different neighborhoods together into one school, thus mitigating racial residential segregation.…”

Section: School Attendance Boundariesmentioning

confidence: 99%

Stable or Changing? Racial/Ethnic Compositions in American Public Schools, 2000 to 2015

Warkentien

2019

Teachers College Record: The Voice of Scholarship in Education

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Background/Context Trends in district and metropolitan school segregation over the past several decades have been well documented, but less attention has focused on the racial/ethnic composition changes at individual schools that generate aggregate trends. These shortcomings limit our ability to understand complex and dynamic patterns of racial/ethnic change within schools, which may in turn prevent policy interventions that could increase school diversity and direct needed educational resources to schools. Purpose/Objective/Research Question/Focus of Study This study identifies distinct trajectories of racial/ethnic change occurring in public elementary schools between 2000 and 2015 and describes the characteristics and prevalence of each trajectory. In addition, the study examines how initial levels of school poverty are associated with membership in different trajectories. Research Design This secondary data analysis relies on data from the National Center for Education Statistics Common Core of Data (CCD) and employs latent class growth analysis. Findings/Results Despite the rapidly changing demographics of the overall student population, approximately 45% of all public elementary schools in the sample had stable racial compositions between 2000 and 2015. Close to half of the remaining schools, about 25% overall, experienced racial change at such a pace that they will be completely minority isolated within the next several decades if the pace continues. In the remaining schools, the pace of racial change is sufficiently slow to maintain diverse schools for many decades. Schools experiencing rapid Hispanic growth tend to have initially higher proportions of low-income students, indicating where racial change may likely occur and where schools will become racially and socioeconomically isolated without proactive policies in place. Conclusions/Recommendations Results suggest that absent intentional interventions that target the type of change trajectories being experienced at the school level, the overall increasing diversity of the student population will not likely lead to sustainably diverse schools for the majority of students. Providing the benefits of a non-racially isolated education for all children is possible, but we must first identify the school trajectories of change and stability, then determine the most appropriate strategy for improving school diversity, and finally provide the resources and policies needed to foster and maintain diverse schools that are inclusive of all students.

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Student mobility and school segregation in an (un)controlled choice system: A counterfactual approach

Bonal

Zancajo

Scandurra

2020

British Educational Res J

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This article explores the relationship between school choice, student mobility and school segregation in Barcelona. The case of Barcelona is particularly interesting because the school admissions policy combines a particular design of catchment area with a significant level of choice options. We work on students and school register datasets for the school year 2016-2017 to observe the association between the socioeconomic characteristics of the students and their residential and educational geographical distribution. The article tests whether recent reforms that have undermined the role of residential proximity in admissions policy have impacted on the school segregation of three groups of socially disadvantaged students (foreign students, students entitled to Free School Meals (FSM) and students who are Recipients of Social Allowances (RSA)). We explore different patterns of mobility between socially disadvantaged and non-disadvantaged students and the impact of opting out from neighbourhood schools on school segregation. By using a counterfactual approach that compares real enrolment with simulated school enrolment in proximity schools, we provide evidence of a significant reduction of school segregation for all socially disadvantaged students, showing the negative effects of the current high number of school choice options. In addition, our analysis shows that school choice boosts remarkably the inequality between public and private subsidised schools. The final section of the article reflects on the implications of our findings for potential reforms in the current definition of catchment areas and the overall school choice policy in Barcelona.

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Irregularly-shaped school attendance zones and racial integration

Cited by 12 publications

References 31 publications

Shaping Income Segregation in Schools: The Role of School Attendance Zone Geography

Shaping Income Segregation in Schools: The Role of School Attendance Zone Geography

Stable or Changing? Racial/Ethnic Compositions in American Public Schools, 2000 to 2015

Student mobility and school segregation in an (un)controlled choice system: A counterfactual approach

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