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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
Children of the dream : why school integration works
\"The Supreme Court's decision in Brown v. Board of Education in 1954, which declared the racial segregation of American schools unconstitutional, is universally understood as a landmark moment in our nation's history. Yet looking back from the present day, we judge the integrationist dream post-Brown as an utter failure, in the belief that it harmed students and deepened racial divisions in our society. Though integration efforts continued into the 1980s, reaching a highpoint in 1988, since then we've reverted to a situation in which segregation-no longer de jure, but de facto-prevails. In Children of the Dream, economist Rucker Johnson and Newsweek staff writer Alexander Nazaryan unearth the astonishing true story of integration in America. Drawing on immense longitudinal studies tracking the fates of thousands of individuals over the course of many decades, Johnson and Nazaryan reveal that integration not only worked, but worked spectacularly well. Children who attended integrated schools were far more successful in life than those who didn't-and this held true for children of all races and backgrounds. Indeed, Johnson and Nazaryan's research shows that well-funded, integrated schools were nothing less than the primary engine of social mobility in America across the 1970s and 1980s. Yet the experiment was all-too-brief, owing to a racial backlash and the unwillingness of even self-professed liberals to send their kids to integrated schools. As Johnson and Nazaryan argue, by allowing educational segregation and inequality to fester, we are doing damage to society as a whole. Explaining why integration worked, why it came up short, and how it can be revived, Children of the Dream offers a prescription for ending inequality and reviving the American Dream in our time\"-- Provided by publisher.
Book
Pupils on the move
Socio-spatial segregation has been recognised as an important factor affecting school segregation and educational attainment in urban schools. As urban populations grow and socio-spatial segregation has become a pressing issue in many contexts, a more sophisticated understanding of the interconnections between spatial and school segregation is needed, including the role of school catchment areas as a possible mediating factor. In our article, we focus on the two-way relationship between urban residential mobility and catchment area segregation in Helsinki, Finland. Using fine-grain statistical data we analyse how the long-term changes in spatial segregation have changed catchment area populations and how residential mobility of families with children is, in turn, related to catchment area composition. The analysis focuses on the majority population whose residential choices typically have the strongest impact on segregation patterns in cities. Our main finding is that there is a systematic relationship between socio-spatial segregation and catchment area differentiation, where the disadvantaged areas are consistently left behind in the general socio-economic development. Even though the institutional school quality is high throughout the city, the residential choices of families with children feed into the self-perpetuating cycles of segregation, as the most disadvantaged areas are rejected and privileged areas favoured in mobility patterns. The results highlight the need for urban educational policies with a high sensitivity to the persistent socio-spatial inequalities shaping educational opportunities.
社会空间隔离被认为是影响城市学校隔离和教育程度的一个重要因素。随着城市人口的增长、以及社会空间隔离在许多情况下成为一个紧迫问题，我们需要对空间隔离和学校隔离之间的相互联系有更深刻的理解，包括学区作为一个可能的中介因素的作用。在本文中，我们关注芬兰赫尔辛基城市居民流动性和学区隔离之间的双向关系。我们利用细粒统计数据，分析了空间隔离的长期变化如何改变学区人口，以及有子女家庭的居住流动性如何反过来与学区构成相关联。分析侧重于大多数人口，他们的居住选择通常对城市隔离模式影响最大。我们的主要发现是，社会空间隔离和学区分化之间存在着系统性关系，其中，贫困地区在总体社会经济发展中始终处于落后地位。尽管整个城市的体制学校质量很高，但有子女家庭的居住选择助长了自我延续的隔离循环，因为在流动模式中，最贫困地区被拒绝，富裕地区受到青睐。研究结果突出表明，城市教育政策需要对决定教育机会的持续社会空间不平等保持高度敏感。
Journal Article
A little child shall lead them : a documentary account of the struggle for school desegregation in Prince Edward County, Virginia
\"... a collection of primary documents addressing the civil rights-era struggle for public education in Prince Edward County, Virginia\"--ECIP pre-chapter.
Book
Urban and school segregation in Paris
In French cities, because of a rigid school catchment area policy based on students’ place of residence, there is a strong correlation between socio-residential segregation and school segregation. But the latter is not merely a simple, mechanical reflection of the former. Many processes (the choice of private schools or of specific and very often selective and rare curricula that make it possible to avoid the local public middle school; disability; siblings; personal convenience) contribute to exacerbating the correlation. Using data from the Ministry of Education, the current paper develops a typology of middle schools according to their socio-economic composition (using Correspondence Analysis and Hierarchical Agglomerative Classification), and looks at their unequal spatial distribution across the Paris metropolitan area. We measure school segregation using classical indices, and show that school segregation is higher than socio-residential segregation, particularly for students from upper-middle class backgrounds and for students from working class backgrounds. The spatial analysis of segregation, when compared with test scores, reveals strong inequalities between locations. The impact of school segregation on school success has been mainly analysed in terms of the effect of students’ social background. If one looks at the number of top tier marks (‘mention bien et très bien’) obtained at the final middle school exam in the Paris metropolitan area from 2006 to 2012, it is possible to see that girls and boys are not equally sensitive to these contextual effects. Based on logistic regressions, the analysis of the interactions between individual characteristics (socio-economic background and gender) and contextual variables (the school’s status [private/public], its location, its socio-economic composition) gives a more complex picture. This raises both methodological and political questions that suggest the need for an intersectional approach. Such a finding presents a challenge not only for social scientists studying segregation and school inequalities, but also for policy makers who want to reinforce mixed schooling.
在法国城市，由于基于学生居住地的严格的学区政策，社会居住隔离与学校隔离之间存在很强的相关性。但后者不仅仅是对前者的简单机械反映。许多过程加剧了相关性，例如对私立学校的选择，或对特定的、通常是选择性和稀有的课程的选择（这使得家长有可能避开当地公立中学）；残疾；兄弟姐妹；个人便利等。利用教育部的数据，本文根据社会经济构成（使用对应分析和分层集聚分类）开发中学分类，并研究了它们在整个巴黎大都市区的不平等空间分布。我们使用经典指数来衡量学校隔离，并表明学校隔离高于社会居住隔离，特别是在来自中上阶层背景的学生和来自工人阶级背景的学生之间的隔离。与测试分数相比，隔离的空间分析揭示了地点之间的强烈不平等。学校隔离对学校成功的影响主要从学生社会背景的影响进行分析。如果看一下2006年到2012年期间巴黎大都会区中学毕业考试的那些最高分数（“mention bien et tre’s bien”），就有可能看到女孩和男孩对这些背景效应敏感程度不一样。基于逻辑回归，对个体特征（社会经济背景和性别）与背景变量（学校的地位[私立/公立]、其位置、社会经济构成）之间的相互作用的分析给出了更复杂的图景。这提出了方法论和政治问题，表明需要采用交叉方法。这一发现不仅对研究种族隔离和学校不平等的社会科学家提出了挑战，也对那些希望加强混合教育的政策制定者提出了挑战。
Journal Article
Step by step! : how the Lincoln School marchers blazed a trail to justice
\"Imagine you had to walk 600 miles to get fair treatment at school!\" Twelve-year-old Joyce Clemons introduces a fictional memory book documenting the little-known true story of nineteen Black mothers, thirty-seven children, and their two-year march to integrate an Ohio elementary school. Following the landmark Brown v. Board of Education decision, Black mothers in Hillsboro, OH, attempted to enroll their children at the all-white Webster School. However, the local school board refused the call for integration. Demanding equal education, a group of Black mothers and children marched to and from Webster daily--until Black students were admitted. In Step by Step!, New York Times bestselling author Debbie Rigaud and coauthor Carlotta Penn thoughtfully capture the voice of a young activist and emphasize the power of Black mothers' leadership. Nysha Lilly's expressive illustrations, with historical primary sources interspersed throughout, immerse readers in the Lincoln School Marchers' fight. Rigaud and Penn simultaneously convey the challenges the marchers faced with the uplifting joy of a united community, encouraging readers to \"keep on marching\" for justice. Step by Step! is a collaboration between Ohio Humanities, Daydreamers Press, and the Lincoln School Marchers, who resolved to share their story.
Book
Choice as a duty? The abolition of primary school catchment areas in North Rhine-Westphalia/Germany and its impact on parent choice strategies
In 2008, primary school catchment areas were abolished in the federal state of North Rhine-Westphalia (NRW)/Germany. Written several years later, this article’s main aim is to provide insights into the impact of the policy reform on parent choice practices and subsequently on educational segregation. Based on a mixed-methods approach, it seeks to understand how being raised in and accustomed to a catchment area system affects parents’ understanding of the policy reform and impacts their choice strategies. We demonstrate that the (socially selective) choice of a school outside the former catchment area increased significantly after 2008, leading to a higher level of school segregation, though affecting schools to very different extents. The study clearly reveals that the differences in choice strategies are shaped by the dissimilar conclusions parents from different educational backgrounds draw from the policy reform. While less-educated parents attribute less significance to this early stage of schooling, many well-educated ones interpret the introduction of free choice as an instigation to choose – a perception triggered and intensified by the policy reform. For them, choice is no longer only perceived as an opportunity; through its formalisation it rather seems to become a duty. Thus, by one-sidedly favouring well-educated parents’ interests and benefiting their abilities to play the game, the reform seems to perpetuate existing inequalities in choice rather than to alleviate them.
2008年，联邦北莱茵 - 威斯特法伦州（NRW）/德国废除了小学学区。写于数年后本文的主要目的是提供有关政策改革对家长选择的影响，以及随之而来的、对教育隔离的影响。基于混合方法，本文旨在了解，在学区制度下长大、习惯了这一制度的经历，对于父母对政策改革的理解和选择策略有何影响。我们证明，在2008年之后，对前学区以外的学校选择（社会选择性）显著增加，导致学校隔离水平更高，但学校受影响的程度差异很大。研究清楚地表明，选择策略的差异是由来自不同教育背景的父母从政策改革中得出的不同结论所导致的。受教育程度较低的父母对这一早期教育阶段的重要性看得较低，而许多受过良好教育的父母将自由选择的引入解释为对选择的股东 - 政策改革引发并加剧了这种观念。对他们来说，选择不再只是一种机会；通过其正式化，它似乎成为了一种责任。因此，通过片面地支持受过良好教育的父母的利益并加强他们的竞争力，改革似乎使现有的选择不平等永久化，而不是缓解它们。
Journal Article
Ethnic school segregation in Copenhagen
The Danish school system is based on a general belief in the quality and merits of public schooling. Until 20 years ago, more than 90% of all children attended public school. However, this trend has recently seen a decline because of rising spatial inequalities; nowhere is this more visible than in the major cities, particularly Copenhagen. One visible change has been the rise in the number of children with non-Danish backgrounds in public schools in major cities. Previous studies of Copenhagen showed that, while the level of ethnic residential segregation was moderate, the level of school segregation was remarkably high. The purpose of this paper is to revisit the case of Copenhagen through: (a) quantitatively identifying the level of ethnic school segregation in Copenhagen and the change over the last decade, and (b) qualitatively analysing the considerations regarding the school choice of parents in an ethnically diverse district. The paper identifies decreasing levels of ethnic school segregation in public schools but a markedly higher and increasing level in private schools. The qualitative material points to still-existing concerns regarding specific public schools with high proportions of pupils of non-Danish backgrounds as well as to parents who choose to overlook such concerns and opt for the local public school.
丹麦学校系统基于对公立学校质量和优点的普遍信念。直到20年前，90%以上的儿童都在公立学校上学。然而，由于空间不平等的加剧，这一趋势最近有所下降；这一点在大城市最为明显，尤其是哥本哈根。一个明显的变化是，大城市公立学校中非丹麦背景的儿童人数增加。以前对哥本哈根的研究表明，虽然少数民族居住隔离的程度不高，但学校隔离的程度却非常高。本文的目的是通过以下方式重新审视哥本哈根这一案例：(1) 定量确定哥本哈根学校种族隔离的程度和过去十年的变化；(2) 定性分析在一个种族多样化的地区家长选择学校的考虑因素。本文确认：公立学校种族隔离程度在下降，但私立学校种族隔离程度则明显上升。定性材料指出对于非丹麦背景学生比例较高的特定公立学校仍然存在关切，以及家长选择忽视这些问题并选择当地公立学校。
Journal Article