The Segregation of Students by Income in Public Schools

Dalane, Kari; Marcotte, Dave E.

doi:10.3102/0013189x221081853

Cited by 8 publications

(4 citation statements)

References 25 publications

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“…Consistent with other American Educator Panels studies (e.g., Diliberti et al, 2020; Hamilton, Kaufman, et al, 2020), we combined town and rural for ease of interpretation. School target status was measured using a dichotomous indicator that represents schools with 50% or more students identified as Black, Hispanic, or eligible for free or reduced-price meals—a common indicator of socioeconomic disadvantage (Dalane & Marcotte, 2020). The indicator was coded as one when the school served target populations and zero otherwise.…”

Section: Methodsmentioning

confidence: 99%

Responding to the Needs of the Whole Child: Principals’ Reports of Non-Instructional Investments During COVID-19

Rochester

Sanders

2022

Journal of School Leadership

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From extensive school closings and abrupt transitions to distance learning in spring 2020 to varied levels of face-to-face, hybrid, and virtual learning in school year (SY) 2020–2021, the coronavirus disease (COVID-19) has disrupted education across the world. While several studies have examined academic changes that have occurred over the past year, fewer studies have documented changes in non-instructional investments during COVID-19 or centered principals’ perspectives. Yet, non-instructional investments that address students’ physical and socio-emotional needs are critical to a Whole Child approach to learning, and principals are essential for school change. Accordingly, this quantitative study examined principals’ reports of changes in non-instructional investments from SY 2019–2020 to SY 2020–2021 using data from a national sample of U.S. pre-kindergarten through 12th grade schools. We discuss implications of the study’s findings for expanded implementation of Whole Child reform principles post-COVID-19 and opportunities for principals to serve as change leaders.

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Section: Methodsmentioning

confidence: 99%

Responding to the Needs of the Whole Child: Principals’ Reports of Non-Instructional Investments During COVID-19

Rochester

Sanders

2022

Journal of School Leadership

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“…Of course, disadvantaged students may also be segregated in a number of ways within the school that they attend. Any damage caused by segregation between schools could also arise from segregation within schools, and schools should act to reduce it (Dalane and Marcotte 2022). However, this paper focuses on segregation between school intakes.…”

Section: Introductionmentioning

confidence: 99%

The pattern of socio-economic segregation between schools in England 1989 to 2021: The pupil premium, Universal Credit, and Covid-19 eras

Gorard

2023

Research in Education

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This paper presents an analysis of the extent to which poor pupils in England are clustered in schools with others like them. It is based on a segregation index of pupils eligible for free school meals for every year for which official national data is available. The trend over time has been published before up to 2019, and this paper extends the analysis to 2021, covering both the Covid-19 era so far and the beginning of transitional arrangements for Universal Credit, which have led to a substantial increase in the number of pupils eligible for free school meals. Results show that the segregation of poor pupils between secondary schools has continued to decline annually – a decline that started with the onset of Pupil Premium funding. This decline in segregation has not occurred for other possible indicators of disadvantage, such as pupils having a special educational need or disability, which are not addressed by Pupil Premium funding. Clustering disadvantaged pupils together in parts of a national school system has been linked to worse pupil outcomes overall, lower aspirations, less ethnic cohesion, and reduced trust in society by students. So, this ongoing reduction is encouraging, and is likely to lead to a lower poverty attainment gap in academic outcomes. However, the reduction in 2020 and 2021 is “false” to some extent, based mostly on a sudden increase in the number of pupils officially classed as poor, rather than an improvement in their distribution or evenness. It is, therefore, important to retain Pupil Premium funding or something like it for the time being to see what happens to the attainment gap. And the apparent success of this funding scheme could have implications for school systems worldwide that value fairness in the provision of national opportunities for education.

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“…Lower-tracked classes with higher concentrations of both Black and low-income students were more likely to be taught by novice teachers, raising equity concerns. In the only work examining how within school socioeconomic segregation has changed over time, Dalane and Marcotte (2022) find that SES) segregation within North Carolina elementary and middle schools grew by about 10% between 2007 and 2014.…”

Section: Introductionmentioning

confidence: 99%

“…Importantly, these patterns appear to be highly localized: Segregation of students by family income is growing faster between schools within the same district than between districts in the same area. 1 Even within schools, students are segregated by income via classroom assignments (Kalogrides & Loeb, 2013), and the segregation of students by income at the classroom level has been increasing in recent decades (Dalane & Marcotte, 2022).…”

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confidence: 99%

Charter Schools and the Segregation of Students by Income

Dalane

Marcotte

2023

Educational Evaluation and Policy Analysis

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The share of students attending charter schools has been rising. There is evidence that charter school growth has increased socioeconomic segregation of students between schools. In this paper, we assess whether charter school growth affects how students are organized within nearby traditional public schools (TPS). We use administrative data from North Carolina to estimate the impact of charter school openings on segregation by income within nearby TPS. Our models exploit variation in the presence and location of charter schools over time between 2007 and 2014 for students in Grades 3 to 8. We find limited evidence that the segregation of students by income at the classroom level increases when charters open nearby. We find some evidence of increasing segregation in third grade and fourth grade math and third grade ELA classrooms at TPS within 2 miles of new charters in large urban districts schools. Our results vary somewhat depending on how we control for underlying trends and measure segregation. We find no effect of charter school growth on income segregation in higher grades.

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The Segregation of Students by Income in Public Schools

Cited by 8 publications

References 25 publications

Responding to the Needs of the Whole Child: Principals’ Reports of Non-Instructional Investments During COVID-19

Responding to the Needs of the Whole Child: Principals’ Reports of Non-Instructional Investments During COVID-19

The pattern of socio-economic segregation between schools in England 1989 to 2021: The pupil premium, Universal Credit, and Covid-19 eras

Charter Schools and the Segregation of Students by Income

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