Socioeconomic School Integration

Kahlenberg, Richard D.

doi:10.1093/acprof:oso/9780195327892.003.0014

Cited by 9 publications

(10 citation statements)

References 3 publications

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“…Although there are some successful examples (Kahlenberg 2002(Kahlenberg , 2006, most SBSAs have done little to reduce either socioeconomic or racial segregation (Flinspach et al 2003, Reardon et al 2006, Reardon & Rhodes 2011. The student assignment plans in place today, then, are much weaker than desegregation plans of the 1960s and 1970s that substantially integrated schools.…”

Section: Factors Shaping Trends In School Segregationmentioning

confidence: 99%

60 Years AfterBrown: Trends and Consequences of School Segregation

2014

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Since the Supreme Court's 1954 Brown v. Board of Education decision, researchers and policy makers have paid close attention to trends in school segregation. Here we review the evidence regarding trends and consequences of both racial and economic school segregation since Brown. The evidence suggests that the most significant declines in black-white school segregation occurred in the late 1960s and early 1970s. There is disagreement about the direction of more recent trends in racial segregation, largely driven by how one defines and measures segregation. Depending on the definition used, segregation has either increased substantially or changed little, although there are important differences in the trends across regions, racial groups, and institutional levels. Limited evidence on school economic segregation makes documenting trends difficult, but students appear to be more segregated by income across schools and districts today than in 1990. We also discuss the role of desegregation litigation, demographic changes, and residential segregation in shaping trends in both racial and economic segregation. We develop a general conceptual model of how and why school segregation might affect students and review the relatively thin body of empirical evidence that explicitly assesses the consequences of school segregation. We conclude with a discussion of aspects of school segregation on which further research is needed. 9.1

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Section: Factors Shaping Trends In School Segregationmentioning

confidence: 99%

60 Years AfterBrown: Trends and Consequences of School Segregation

2014

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“…Beginning in the 1990s, some school districts began to shift school assignment policies from focusing on racial diversity to focusing on income diversity. Kahlenberg (2002, 2006) found that the number of students in districts with attendance policies that consider family SES when assigning students grew from 1999 to 2006, but Reardon and Rhodes (2011) note that such districts enrolled only about 3% of all public school students in the United States. Reardon and Rhodes also found no evidence that income segregation levels change after districts adopt SES-based choice plans, a finding they attribute to the voluntary nature and weak design of these plans.…”

Section: Residential Income Segregation and School Assignment Policiesmentioning

confidence: 99%

Income Segregation Between Schools and School Districts

Owens

Reardon

Jencks

2016

American Educational Research Journal

283

186

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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.ANN OWENS is an assistant professor of sociology and (by courtesy) spatial sciences at the University of Southern California, 851 Downey Way, Los Angeles, CA 90089-1059; e-mail: annowens@usc.edu. Her research interests include sociology of education, urban sociology, social policy, and social stratification. Current research focuses on the causes, trends, and consequences of income and racial segregation between neighborhoods and schools. SEAN F. REARDON is the endowed Professor of Poverty and Inequality in Education and professor (by courtesy) of sociology at Stanford University. His research focuses on the causes, patterns, trends, and consequences of social and educational inequality; the effects of educational policy on educational and social inequality; and applied statistical methods for educational research. CHRISTOPHER JENCKS is the Malcolm Wiener Professor of Social Policy at the Harvard Kennedy School. His recent research deals with changes in family structure over the past generation, the costs and benefits of economic inequality, the extent to which economic advantages are inherited, and the effects of welfare reform. His books include The Academic Revolution (with David Riesman);

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“…The district tries to accommodate parental preferences, but does so within bounds. Controlled choice plans were an extension of magnet school programs that attempted to encourage racial balance through voluntary transfers rather than mandatory busing, and most controlled choice plans still structure their limits on choice around race, but in more recent years there have been efforts to use controlled choice to foster socioeconomic integration (Kahlenberg, 2007). Because they feature demand side choice and often are presented in the language of markets, controlled public school choice has added to the general impression that public agencies are giving up ground to market forces as a way to allocate services in the contemporary era.…”

Section: Choice and Market Forcesmentioning

confidence: 99%

The Politics of Localism in an Era of Centralization, Privatization, and Choice

Henig

2009

Teachers College Record: The Voice of Scholarship in Education

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Socioeconomic School Integration

Cited by 9 publications

References 3 publications

60 Years AfterBrown: Trends and Consequences of School Segregation

60 Years AfterBrown: Trends and Consequences of School Segregation

Income Segregation Between Schools and School Districts

The Politics of Localism in an Era of Centralization, Privatization, and Choice

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