Schooling Closer to Home: Desegregation Policy and Neighborhood Contexts

Goldring, Ellen; Cohen‐Vogel, Lora; Smrekar, Claire; Taylor, Cynthia

doi:10.1086/500712

Cited by 33 publications

(23 citation statements)

References 16 publications

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“…Implementation of the unitary status plan commenced at the beginning of the 1999-2000 academic year and was to be completed by the 2003-2004 academic year; by 2001-2002, 85 percent of MNPS students attended a rezoned school as part of the new assignment plan (Goldring et al 2006). As Figure 1 shows, the plan resulted in the gradual elimination of the promotional transition between sixth and seventh grade and a corresponding adoption of a universal compulsory school change between fourth and fifth grade.…”

Section: Mnpsmentioning

confidence: 99%

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School Enrollment Changes and Student Achievement Growth

Grigg

2012

Sociol Educ

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Students in the United States change schools often, and frequent changes are associated with poor outcomes along numerous dimensions. These moves occur for many reasons, including both promotional transitions between educational levels and nonpromotional moves. Promotional student mobility is less likely than nonpromotional mobility to suffer from confounding due to unobserved factors. Using panel data from students enrolled in grades 3 to 8 in the Metropolitan Nashville Public Schools during the implementation of a major change in school attendance policies, this article investigates the potential influence of four types of school changes-including promotional student mobility-on test score growth in reading and mathematics. All types of changes are associated with lower achievement growth during the year the enrollment change occurred, representing approximately 6 percent of expected annual growth, or 10 days of instruction. This incremental deficit is particularly concerning for disadvantaged students since they change schools more frequently. The results suggest that being new to a school does influence student achievement net of other factors; they also imply that important social ties are ruptured when students change schools.

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Section: Mnpsmentioning

confidence: 99%

“…Enrollment in magnet schools is conducted by district lottery and responds to parent choice. Enhanced-option schools are elementary schools located in areas of concentrated poverty that have been provided extra resources (Goldring et al 2006). 4.…”

Section: Notesmentioning

confidence: 99%

School Enrollment Changes and Student Achievement Growth

Grigg

2012

Sociol Educ

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“…Additionally, the overrepresentation of churches is rather striking, but not surprising because of existing literature that documents the location of churches in urban neighborhoods (Miller 2012;Warren 1998). Having an abundance of churches does not guarantee support for school-community efforts (Goldring et al 2006). It does, however, represent potential and possibilities for partnerships between schools, communities, and church stakeholders, especially since the literature suggests that churches in urban neighborhoods can potentially offer access to people, facilities, and organized resources (Warren 1998).…”

Section: Discussionmentioning

confidence: 99%

“…While Miller calls for additional research that examines neighborhood assets, other research suggests that local assets are not a panacea for schools. Goldring et al' (2006) research complicates the assumption that neighborhood schools increase community connection to schools, spur resource sharing, and increase parental engagement at schools. They found that proximity to neighborhoods and schools does not automatically create adequate community-based support for schools.…”

Section: Geography Of Educational Opportunitymentioning

confidence: 99%

“…Across this literature, education scholars commonly use Geographic Information Systems (GIS) 2 to generate easy to understand maps that can inform a range of school and community stakeholders, and increase our understanding about education within the context of neighborhoods and communities (Hogrebe and Tate 2012;Orfield 2002). Thus, scholars have used GIS to comparatively analyze high and low opportunity neighborhoods (Miller 2012;Tate 2008), school choice across local education markets (Lubienski and Dougherty 2009;), the impacts of geography and inequality on education (Holme and Rangel 2012;Jocson and Thorne-Wallington 2013;Lipman 2002;Milner 2013;Siegel-Hawley 2013;Tate and Hogrebe 2011), and neighborhood assets in urban school-communities (Goldring et al 2006;Miller 2012). These studies highlight the importance of considering and mapping education conditions within a broader geography of opportunity milieu.…”

mentioning

confidence: 99%

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Places of Inequality, Places of Possibility: Mapping “Opportunity in Geography” Across Urban School-Communities

Green

2015

Urban Rev

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For decades, research on geography of opportunity has indicated that where people live impacts their access to opportunities, especially education. Most research on geography of opportunity has focused on spatial inequality between low and high opportunity neighborhoods, which has unintentionally fostered narrow perspectives about low-opportunity neighborhoods that often obscure the assets within them. As such, the purpose of this study is to examine what I call opportunity in geography, which is a conceptual and research approach that reconsiders low-opportunity, urban communities of color as not only places of inequality, but also places of possibility. To illustrate the approach, this study uses Geographic Information Systems to map institutional assets across the two lowest opportunity neighborhoods in Detroit, Michigan, according to poverty and educational attainment rates. Asset-based community development is used to conceptually frame this study and to guide the analysis. Findings indicate that, collectively, the two lowest opportunity neighborhoods in Detroit have a total of 85 institutional assets, including: 48 places of worship, 19 schools at the K-12 level, 11 community centers, 4 hospitals, 2 libraries, and 1 university. The study concludes with a discussion about the tensions in this work as well as implications for policy and future research.Keywords Geography of opportunity Á School-community relations Á Neighborhood effects Á Urban school reform Access to opportunities in the United States (U.S.) is inequitable across geographic spaces. Structural racism, discriminatory policy decisions, and uneven development & Terrance L. Green

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Contemporary patterns and issues of school segregation and white flight in U.S. metropolitan areas: towards spatial inquiries

Zhang

Ruther

2020

GeoJournal

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Schooling Closer to Home: Desegregation Policy and Neighborhood Contexts

Cited by 33 publications

References 16 publications

School Enrollment Changes and Student Achievement Growth

School Enrollment Changes and Student Achievement Growth

Places of Inequality, Places of Possibility: Mapping “Opportunity in Geography” Across Urban School-Communities

Contemporary patterns and issues of school segregation and white flight in U.S. metropolitan areas: towards spatial inquiries

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