Three Dimensions of Change in School Segregation: A Grade-Period-Cohort Analysis

Fiel, Jeremy E.; Zhang, Yongjun

doi:10.1007/s13524-017-0632-9

Cited by 13 publications

(12 citation statements)

References 73 publications

(69 reference statements)

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“…In most metropolitan areas, school segregation occurs primarily between districts-that is-schools' compositions deviate from the overall population composition mainly because students from different racial/ethnic or economic groups enroll in different districts (Fiel 2013;Owens et al 2016;Stroub and Richards 2013). From the early 1990s to the early 2010s, evenness measures of segregation show that black-white segregation between schools and between school districts within metropolitan areas declined modestly, as did segregation between whites and other non-white students (Fiel and Zhang 2017;Reardon and Owens 2014;Stroub and Richards 2013). Exposure indices of segregation, which capture students' average school composition, show that students from all racial groups attend school with more Hispanic and fewer white students today than they did 30 years ago due to rapid demographic changes in the public school student body, which is becoming markedly less white and more Hispanic (Frankenberg et al 2019;Orfield 2001;Orfield and Frankenberg 2014;Orfield and Lee 2007).…”

Section: Recent Trends In Neighborhood and School Segregationmentioning

confidence: 99%

“…Of course, average trends mask variation, and school segregation has not declined everywhere or for all groups. Black-white segregation between schools in metropolitan areas declined most in the Midwest, while Hispanic-white segregation declined most in the Midwest and Northeast (Fiel and Zhang 2017). While school segregation in the South remained lower, likely due to formal integration efforts, segregation levels in Southern metropolitan areas were catching up to the rest of the country in the 1990s and 2000s (Stroub and Richards 2013).…”

Section: Recent Trends In Neighborhood and School Segregationmentioning

confidence: 99%

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Unequal Opportunity: School and Neighborhood Segregation in the USA

Owens

2020

Race Soc Probl

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School and neighborhood segregation are intertwined in complex ways. Schools reflect segregated neighborhoods, and school considerations reinforce neighborhood segregation. Over the past 25 years, racial segregation in neighborhoods and schools has slightly declined in terms of sorting, though children remain racially isolated in their neighborhoods and schools. Income segregation between schools, school districts, and neighborhoods has increased among children. Recent educational policy and demographic changes may break the link between neighborhood and school segregation. As population diversity increases, the proliferation of school choice leads schools and neighborhoods to resemble one another less, with schools becoming more segregated than their local neighborhoods. Regardless of the complicated and changing ways neighborhood and school segregation shape and reshape one another, segregation in both contexts remains high in the twenty-first century. Drawing on administrative data, I provide a quantitative portrait of the schools and neighborhoods of children from different racial/ethnic groups in 2015, documenting stark inequalities in these contexts. I conclude with a discussion of why segregation matters, what can be done about it, and why something must be done.

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Section: Recent Trends In Neighborhood and School Segregationmentioning

confidence: 99%

Section: Recent Trends In Neighborhood and School Segregationmentioning

confidence: 99%

Unequal Opportunity: School and Neighborhood Segregation in the USA

Owens

2020

Race Soc Probl

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“…School deseg re ga tion plans have waned in recent decades, but many of the underly ing prob lems they sought to address remain. School and res i den tial seg re ga tion con tinue to cor re late, and seg re ga tion in both con texts remains high, chang ing lit tle in the last 25 years (Fiel and Zhang 2017;Logan and Stults 2011;Stroub and Richards 2013). More than three-quar ters of chil dren attend their local tra di tional pub lic school (TPS), assigned by res i den tial zon ing maps within each school dis trict (Snyder et al 2018).…”

Section: The Changing Link Between Neighborhoods and Schoolsmentioning

confidence: 99%

Segregated Neighborhoods, Segregated Schools: Do Charters Break a Stubborn Link?

2021

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Residential and school segregation have historically mirrored each other, with school segregation seen as simply reflecting residential patterns given neighborhood-based school assignment policy. We argue that the relationship is circular, such that school options also influence residential outcomes. We hypothesize that the expansion of charter schools could simultaneously lead to an increase in school segregation and a decrease in residential segregation. We examine what happens when neighborhood and school options are decoupled via public school choice in the form of charter schools using data from the census and the Common Core of Data on a national sample of more than 1,500 metropolitan districts. We find that Black-White school segregation increased and residential segregation declined in response to increases in the charter enrollment share from 2000 to 2010. In districts with charter schools, the average increase in the charter enrollment share corresponded to a 12% increase in school segregation and 2% decline in residential segregation. We find no relationship between charter school expansion and school segregation between White and Hispanic students, perhaps because Hispanic students attend more racially diverse charters than White or Black students. White-Hispanic residential segregation declined as charter enrollment increased. Our results demonstrate that educational policy is consequential for both school and neighborhood population processes. When these two contexts are decoupled via public school choice, school and neighborhood segregation patterns move in opposite directions, rather than mirroring each other. Our findings also provide a cautionary lesson for unfettered expansion of choice without integration imperatives.

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“…De esta forma, los primeros pasos en la investigación sobre segregación escolar giraron en torno a la segregación racial, antes centrada en la segregación de afrodescendientes y, actualmente, en la segregación de otras minorías, como las personas procedentes de Latinoamérica (p. ej. Fiel y Zhang, 2018;Fuller et al, 2019;Santiago, 2019).…”

Section: Revisión De La Literaturaunclassified

¿Segregación Escolar por Nivel Socioeconómico o por Nivel de Estudios de los Padres?

Torrecilla¹,

Oliver²

2020

REICE

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Con esta investigación se pretende determinar si es más adecuado considerar la segregación escolar por nivel socioeconómico de las familias o por nivel de estudios de los padres, en términos de cuál alcanza valores más altos y cuál tiene una mayor relación con el rendimiento estudiantil. Para ello, se realiza una explotación especial de la base de datos de la prueba de evaluación colombiana SABER 2016, de carácter censal. Se analizan 646.413 estudiantes de 5º grado escolarizados en 14.630 escuelas de Colombia. En primer lugar, se estima el Índice de Segregación de Gorard y el Índice de Raíz Cuadrada de Hutchens para nueve grupos según el nivel de estudios de los padres y otros, con tamaño equivalente, según la segregación por nivel socioeconómico. En segundo término, se estiman modelos multinivel de dos niveles (escuela y estudiantes). Los resultados muestran, por un lado, que para todos los grupos minoritarios y en ambos índices, la segregación escolar por nivel socioeconómico es mayor que segregación por estudios de los padres. Y, por otro, que, aunque ambas consideraciones de segregación afectan al rendimiento, la segregación por nivel socioeconómico muestra una relación mayor. De esta forma se concluye que, tal y como se venía haciendo, es correcto estimar la segregación por nivel socioeconómico, más que por nivel de estudios de los padres.

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Three Dimensions of Change in School Segregation: A Grade-Period-Cohort Analysis

Cited by 13 publications

References 73 publications

Unequal Opportunity: School and Neighborhood Segregation in the USA

Unequal Opportunity: School and Neighborhood Segregation in the USA

Segregated Neighborhoods, Segregated Schools: Do Charters Break a Stubborn Link?

¿Segregación Escolar por Nivel Socioeconómico o por Nivel de Estudios de los Padres?

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