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"SCHOOL DISTRICTS"
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(Re)Defining Urban Education: A Conceptual Review and Empirical Exploration of the Definition of Urban Education
Generally, educational studies do not problematize the definition of urban education or examine the positionality of sites along a spectrum of urban districts and schools. This study addresses the definitional gap by (a) examining the conceptualization of urban education through an integrative review of prior definitional research and (b) exploring how an urban district may be defined in empirical terms. Our findings indicate six categories are typically used to define urban education: (a) population/location/geography, (b) enrollment, (c) demographic composition of students, (d) resources in schools, (e) disparities and educational inequality, and (f) social and economic context. The results indicate that deficitoriented language permeates prevailing definitions of urban education and that large-city-centered conceptualizations of urban education may overlook a substantial number of smaller districts with similar levels of educational inequality and diversity.
Journal Article
Inequality in Children's Contexts: Income Segregation of Households with and without Children
Past research shows that income segregation between neighborhoods increased over the past several decades. In this article, I reexamine income segregation from 1990 to 2010 in the 100 largest metropolitan areas, and I find that income segregation increased only among families with children. Among childless households—two-thirds of the population—income segregation changed little and is half as large as among households with children. I examine two factors that may account for these differences by household composition. First, I find that increasing income inequality, identified by past research as a driver of income segregation, was a much more powerful predictor of income segregation among families with children, among whom income inequality has risen more. Second, I find that local school options, delineated by school district boundaries, contribute to higher segregation among households with children compared to households without. Rising income inequality provided high-income households more resources, and parents used these resources to purchase housing in particular neighborhoods, with residential decisions structured, in part, by school district boundaries. Overall, results indicate that children face greater and increasing stratification in neighborhood contexts than do all residents, and this has implications for growing inequalities in their future outcomes.
Journal Article
The Process and Politics of Educational Governance Change in New Orleans, Los Angeles, and Denver
In recent years, some U.S. school districts have shifted away from direct management of schools, toward systems in which some or all schools operate under enhanced autonomy, accountability, and parental choice. Yet dynamics driving these changes are understudied, and there are few comparative studies of system-level governance shifts. To address these gaps, we use extensive qualitative data to analyze change in Los Angeles, Denver, and New Orleans. Drawing on evolutionary theories, we find that external crises, state policy, and new actors triggered change, yet distinct contexts and change processes resulted in markedly different systems. Finally, in all three cities, concerns that emerging systems exacerbated long-standing inequities indicate that governance change is both an organizational and highly contentious political process.
Journal Article
Reforming a school system, reviving a city : the promise of say yes to education in Syracuse
\"Can a bold investment in education turn around the economy of an entire city? Gene I. Maeroff, a former education reporter for the New York Times, explores how the nonprofit group Say Yes to Education has instituted a network of reforms in Syracuse, New York, that supports students at every level from kindergarten through college. He traces out how Say Yes and the Syracuse school district built a coalition of partners in business, education, and local and state government, implemented a series of programs to improve the school system, and reached out to support students. Telling the story and identifying the strengths of this remarkable and replicable program, Maeroff shows how this focused, directed, and broad-based coalition has created a model for reviving the economy and civic fabric of American cities by investing in children's education\"-- Provided by publisher.
Book
Income Segregation Between Schools and School Districts
Although trends in the racial segregation of schools are well documented, less is known about trends in income segregation. We use multiple data sources to document trends in income segregation between schools and school districts. Between-district income segregation of families with children enrolled in public school increased by over 15% from 1990 to 2010. Within large districts, between-school segregation of students who are eligible and ineligible for free lunch increased by over 40% from 1991 to 2012. Consistent with research on neighborhood segregation, we find that rising income inequality contributed to the rise in income segregation between schools and districts during this period. The rise in income segregation between both schools and districts may have implications for inequality in students' access to resources that bear on academic achievement.
Journal Article
Socioeconomic-Based School Assignment Policy and Racial Segregation Levels: Evidence From the Wake County Public School System
In the wake of political and legal challenges facing race-based integration, districts have turned to socioeconomic integration initiatives in an attempt to achieve greater racial balance across schools. Empirically, the extent to which these initiatives generate such balance is an open question. In this article, we leverage the school assignment system that the Wake County Public School System employed throughout the 2000s to provide evidence on this issue. Although our results show that Wake County Public School System's socioeconomic-based assignment policy had negligible effects on average levels of segregation across the district, it substantially reduced racial segregation for students who would have attended majority-minority schools under a residence-based assignment policy. The policy also exposed these students to peers with different racial/ethnic backgrounds, higher mean achievement levels, and more advantaged neighborhood contexts. We explore how residential context and details of the policy interacted to produce this pattern of effects and close the article by discussing the implications of our results for research and policy.
Journal Article
Political battles in suburbia
Media reports have shown suburban school officials being threatened and school board meetings erupting into chaos. Rachel S. White, Michael P. Evans, and Joel R. Malin examine whether these politically contentious experiences are occurring everywhere, or if there is something distinct about the contentiousness suburban superintendents face. Drawing on a national survey of superintendents, they asked: How do political experiences of rural, suburban, and urban superintendents differ? The results paint a bleak picture about the stresses of the superintendency, and the direct toll they have on some superintendents’ well-being. However, they also identify ways to support suburban superintendents as they face political challenges.
Journal Article