Desegregation and Black Dropout Rates

Guryan, Jonathan

doi:10.3386/w8345

Cited by 43 publications

(25 citation statements)

References 1 publication

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“…These results stand in contrast with some of the recent estimates in the US literature on desegregation, which found little or no impact of desegregation programmes on the outcomes of white students (Angrist and Lang, 2004;Guryan, 2004). One possible explanation for the larger estimated effects in our study is that the average number of immigrant children in each class in our sample is particularly large.…”

Section: Resultscontrasting

confidence: 99%

“…Closely related to our article is the literature on desegregation which examines the effect of minority students on the achievements of the other students. Recent papers have adopted three main approaches to address the endogenous sorting and selection issues in this context: using experimental or quasi-experimental variation in exposure (Angrist and Lang, 2004;Guryan, 2004); aggregating to a level at which sorting is arguably reduced or eliminated (Evans et al, 1992;Cutler and Glaeser, 1997;Card and Rothstein, 2006); and using within-school variation in minority exposure. This latter approach includes Hoxby (2000a) and Hanushek et al (2002), who exploit variation in the racial and ethnic composition of each cohort within the same school.…”

Section: Literature Reviewmentioning

confidence: 99%

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Does Immigration Affect the Long‐Term Educational Outcomes of Natives? Quasi‐Experimental Evidence

Gould

Lavy

Paserman

2009

The Economic Journal

190

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This article uses the mass migration wave to Israel in the 1990s to examine the impact of immigrant concentration during elementary school on the long-term academic outcomes of native students in high school. The results suggest that the overall presence of immigrants in a grade had an adverse effect on the chances of passing the high school matriculation exam, which is necessary to attend college. This result is robust to a variety of alternative specifications. We also perform a 'placebo' analysis which shows that the high school outcomes of natives are affected only by the immigrant concentration in their own 5th grade class. Copyright � The Author(s). Journal compilation � Royal Economic Society 2009.

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Section: Resultscontrasting

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Does Immigration Affect the Long‐Term Educational Outcomes of Natives? Quasi‐Experimental Evidence

Gould

Lavy

Paserman

2009

The Economic Journal

190

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“…Our data come from administrative records collected by the Israel Ministry of Education for seven consecutive cohorts (from 1994 to 2000) of 10th grade students. Details on the definition of the base population and on sample restrictions are available in 3 Other closely related articles in the educational setting are those by Sacerdote (2001) and Zimmerman (2003), who study residential peer effects by exploiting the random assignment of college roommates; Arcidiacono and Nicholson (2005), who examine whether the ability composition of a medical school class affect studentsÕ academic achievement; the literature on the effects of desegregation on the educational outcomes of white students (Angrist and Lang, 2004;Guryan, 2004); and the literature on the effects of immigrants on nativesÕ educational outcomes (Betts, 1998;Hoxby, 1998;Borjas, 2004;Gould et al, 2009). 4 Fredriksson and Ö ckert (2005), Bedard and Dhuey (2006) and Puhani and Weber (2007) find that a higher age at school entry is beneficial for long-term outcomes; Cascio and Schanzenbach (2007) find no effects; Black et al (2011), Deming and Dynarski (2008) and Dobkin and Ferreira (2010) find small negative effects of later school entry, operating mostly through higher dropout rates because of compulsory schooling laws.…”

Section: The High School Datamentioning

confidence: 99%

Inside the Black Box of Ability Peer Effects: Evidence from Variation in the Proportion of Low Achievers In the Classroom

Lavy

Paserman

Schlosser

2011

The Economic Journal

284

153

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We estimate the extent of ability peer effects and explore the mechanisms through which they operate. Using within-school variation in the proportion of low-ability students in Israeli schools, we find that the proportion of low-ability peers has a negative effect on the performance of regular students. An exploration of the underlying mechanisms show that, relative to regular students, lowability students report higher levels of satisfaction with their teachers. However, a higher proportion of low-ability students has detrimental effects on teachersÕ pedagogical practices and on the quality of inter-student and student-teacher relationships, and increases the level of violence and classroom disruptions.In this article, we study the existence, magnitude and mechanisms of peer effects on educational outcomes in middle and high schools. Specifically, we investigate whether having unusually low-achieving classmates has any effect on the educational outcomes of regular pupils and we also identify some of the mechanisms and channels through which these effects operate.Using studentsÕ exact date of birth and the rules governing school enrolment in first grade, we identify as potentially low-ability students those who were born substantially before the relevant threshold date for their cohort (ÔrepeatersÕ). 1 We show that repeaters have substantially lower academic achievements relative to both regular students and relative to any other group of students identified based on their socioeconomic background. We then assess how classroom ability composition, as measured by the proportion of repeaters in the grade, affects scholastic achievements of high school students. Lastly, we use a unique national survey administered to middle school students to identify whether peer composition affects teachersÕ pedagogical methods in the classroom, the level of disruption and violence, and the quality of inter-student and student-teacher interactions.The article makes two main contributions to the literature on peer effects. First, it identifies the effects of having low-ability peers on studentsÕ achievement using a methodology that is less susceptible to bias from potential confounders associated with peer quality and to a reflection problem. Second, it goes beyond the peer effect

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“…The Supreme Court's unanimous decision in the landmark Brown v. Board of Education (1954) case was intended to eliminate de jure school segregation. Although it took over a decade before the decision was enforced in Southern school districts, the Court's ruling in Brown (and its subsequent rulings in the Green v. County School Board of New Kent, 1968, andSwann v. Charlotte-Mecklenburg Board of Education, 1971, cases) ultimately led to substantial decreases in school segregation throughout the South (Cascio et al, 2008;Guryan, 2004;Johnson, 2011;Lutz, 2011;Orfield et al, 1993;Reber, 2005). In 1964, 99 percent of black students in the South attended all-black schools; by 1971, only about 20 percent attended such schools, and schools in the South were more integrated than elsewhere in the country (Cascio et al, 2008;Orfield and Yun, 1999).…”

Section: Introductionmentioning

confidence: 99%

Brown Fades: The End of Court‐Ordered School Desegregation and the Resegregation of American Public Schools

Reardon¹,

Grewal²,

Kalogrides³

et al. 2012

J Policy Anal Manage

234

191

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In this paper, we investigate whether the school desegregation produced by court‐ordered desegregation plans persists when school districts are released from court oversight. Over 200 medium‐sized and large districts were released from desegregation court orders from 1991 to 2009. We find that racial school segregation in these districts increased gradually following release from court order, relative to the trends in segregation in districts remaining under court order. These increases are more pronounced in the South, in elementary grades, and in districts where prerelease school segregation levels were low. These results suggest that court‐ordered desegregation plans are effective in reducing racial school segregation, but that their effects fade over time in the absence of continued court oversight.

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Desegregation and Black Dropout Rates

Cited by 43 publications

References 1 publication

Does Immigration Affect the Long‐Term Educational Outcomes of Natives? Quasi‐Experimental Evidence

Does Immigration Affect the Long‐Term Educational Outcomes of Natives? Quasi‐Experimental Evidence

Inside the Black Box of Ability Peer Effects: Evidence from Variation in the Proportion of Low Achievers In the Classroom

Brown Fades: The End of Court‐Ordered School Desegregation and the Resegregation of American Public Schools

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