Racial Segregation and School Poverty in the United States, 1999–2016

Fahle, Erin M.; Reardon, Sean F.; Kalogrides, Demetra; Weathers, Ericka S.; Jang, Heewon

doi:10.1007/s12552-019-09277-w

Cited by 46 publications

(30 citation statements)

References 24 publications

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“…Results on FRPL participation, as a proxy for socioeconomic status, were expected to mirror those on race, given that those variables are highly correlated in national studies (Fahle et al, 2020) and present in past studies on interdistrict choice in Colorado (Carlson et al, 2011;Holme & Richards, 2009); however, that was not the case here. FRPL participation did not contribute to either of the models, suggesting that interdistrict choice ties between districts are not associated with people choosing into wealthier districts (hence presumptively better schools); this fits with recent findings on parental choice (Abdulkadiroğlu et al, 2020) and student choice (Phillippo, 2019).…”

Section: Demographic Differences Suggest Systemic Racismmentioning

confidence: 61%

Network Exploration of Interdistrict School Choice Over Time in a Mandatory Open Enrollment State

Garcia

2021

Teachers College Record: The Voice of Scholarship in Education

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Background: Early studies of district-level outcomes of interdistrict school choice policies found changes in how districts interact with one another and changes in districts’ per-pupil expenditures. More recent studies suggest that wider social and political consequences may result from interdistrict choice policies. Purpose: In Colorado, interdistrict school choice participation increased from 4.64% participation in the 2003–2004 fiscal year to almost 10% participation in the 2016–2017 fiscal year, shifting more than $7.79 billion in per-pupil revenue in the process. This suggests a corresponding shift in the social organization of schooling under Colorado’s statewide interdistrict school choice policy. Research Design: Quantitative studies on school choice policies typically examine the factors leading to individual choices when choosing schools or the individual outcomes of those choices. This study takes a different approach to quantitative analysis of school choice by employing separable temporal exponential random graph modeling (STERGM), a network analysis method, to examine patterns of student-enrollment ties that are created between school districts when students enroll outside their district of residence. Conclusions/Recommendations: School district leaders and policy makers should be cognizant of changes to the organization of education and the fiscal impact of those changes—especially given that findings from this study suggest that these changes may be out of their hands. Findings may have indirect impacts on matters such as mill levy and bond evaluations by way of total program formula calculations and may suggest a hidden destabilization of democratic processes, such as losing the interest of voters who send their students to a school in another district.

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Section: Demographic Differences Suggest Systemic Racismmentioning

confidence: 61%

Network Exploration of Interdistrict School Choice Over Time in a Mandatory Open Enrollment State

Garcia

2021

Teachers College Record: The Voice of Scholarship in Education

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“…It is not surprising that educational attainment was the only social determinant in our final sample related to the broader category of Education Access and Quality, as both education access (e.g., school choice, availability of early education, language assistance, admissions and affordability of higher education) and education quality (e.g., school resources, teacher-to-student ratios, special education services, teacher education level, college preparatory classes, and guidance counselors) impact educational attainment. There is a large body of research demonstrating the impact of systemic racism and residential segregation on quality of education, with obvious historical roots to inequitable access to education dating well beyond Plessy v. Ferguson and Jim Crow segregation [48][49][50]. More research is warranted on specific aspects of Education Access and Quality on African American adult mental health to determine if there are micro-effects within this domain, or if educational attainment is the sole variable for depression.…”

Section: Education Access and Qualitymentioning

confidence: 99%

Social Determinants of Health and Depression among African American Adults: A Scoping Review of Current Research

Yelton

Friedman

Noblet

et al. 2022

IJERPH

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Depression in the United States (US) is increasing across all races and ethnicities and is attributed to multiple social determinants of health (SDOH). For members of historically marginalized races and ethnicities, depression is often underreported and undertreated, and can present as more severe. Limited research explores multiple SDOH and depression among African American adults in the US. Guided by Healthy People (HP) 2030, and using cross-disciplinary mental health terminology, we conducted a comprehensive search to capture studies specific to African American adults in the US published after 2016. We applied known scoping review methodology and followed Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines. From 12,315 initial results, 60 studies were included in our final sample. Most studies explored the HP 2030 Social and Community Context domain, with a heavy focus on discrimination and social support; no studies examined Health Care Access and Quality. Researchers typically utilized cross-sectional, secondary datasets; no qualitative studies were included. We recommend research that comprehensively examines mental health risk and protective factors over the life course within, not just between, populations to inform tailored health promotion and public policy interventions for improving SDOH and reducing racial and ethnic health disparities.

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“…Desde ese momento, diferentes estudios han analizado el origen, magnitud y evolución de la segregación escolar por nivel socioeconómico entre las escuelas públicas y privadas en diferentes países (p.ej., Chapman, 2018;Courtioux y Maury, 2020;Fahle et al , 2020;Gorard y Smith, 2004;Monarrez, Kisida y Chingos, 2019;Murillo y Martínez-Garrido, 2017;Siddiqui, 2017;Vasquez Heilig, Brewer y Williams, 2019). Así, por ejemplo, el reciente estudio de Monarrez, Kisida y Chingos (2019), en el que se descompone la segregación escolar en función del tipo de centro, encuentra la fuerte aportación a la segregación de las escuelas privadas y las escuelas charter.…”

Section: Segregación Publico Privadounclassified

Profundizado en la segregación social de los centros de secundaria en la Comunidad de Madrid

Torrecilla¹,

Martínez-Garrido²

2021

RASE

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Recientes estudios han mostrado que la segregación escolar por nivel socioeconómico en la Comunidad de Madrid es muy alta, la más alta de España, y una de las más elevadas de Europa. Esta investigación profundiza en el conocimiento de la segregación escolar por nivel socioeconómico en educación secundaria con datos recientes mediante la consecución de tres objetivos: a) estimando su magnitud con diversas estrategias, calculando su perfil para 19 grupos minoritarios y comparándola con otras Comunidades; b) estudiando el papel de los centros públicos, privados concertados y no concertados; y c) determinando la aportación del programa de bilingüismo a la segregación. Se realiza una explotación de los datos de España PISA-2018 y se utilizan cinco índices diferentes y complementarios para estimar la segregación social y su descomposición –el Índice de Disimilitud, el Índice de Segregación de Gorard, el Índice de Raíz Cuadrada de Hutchens, el Índice de Aislamiento y el Índice de Inclusión Socioeconómica–. Los resultados indican que la Comunidad de Madrid continúa teniendo niveles muy altos de segregación escolar que la sitúan a la cabeza de España. Además, verifican el fuerte papel que la privatización de la educación y el programa de bilingüismo tienen en la segregación por nivel socioeconómico de los estudiantes de educación secundaria. Así, se denuncia la situación de inequidad educativa de la región y la influencia que la privatización y el programa de bilingüismo y se insta a que el Gobierno regional elabore con toda urgencia un Plan de lucha contra la segregación escolar.

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Racial Segregation and School Poverty in the United States, 1999–2016

Cited by 46 publications

References 24 publications

Network Exploration of Interdistrict School Choice Over Time in a Mandatory Open Enrollment State

Network Exploration of Interdistrict School Choice Over Time in a Mandatory Open Enrollment State

Social Determinants of Health and Depression among African American Adults: A Scoping Review of Current Research

Profundizado en la segregación social de los centros de secundaria en la Comunidad de Madrid

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