Racial and economic segregation and educational outcomes: one tale—Two cities
ABSTRACT This paper reports the research examining racial and economic segregation of public schools in Philadelphia and Houston. Three factors effect the racial and economic composition of public schools: (1) the economic and racial/ethnic segregation of urban neighborhoods; (2) private school attendance among higher status and white students; and (3) varying rates of participation in magnet school programs. The evidence suggests that magnet school programs may attenuate racial segregation while exacerbating economic segregation. An examination of the relative importance of racial and economic composition of schools upon student achievement indicates that the economic composition of schools is the more important determinant of achievement levels. Given the propensity of magnet school programs to exacerbate socioeconomic concentrations, these programs should be reformulated.
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ABSTRACT: Sociologists often need to reassign data from one set of geographic areas (called source units) to another set of geographic areas (called target units) in cases where the two zonal systems are spatially incongruent. Although geographers have developed a variety of interpolation techniques to address the challenge of reallocating data across misaligned geography, there has been limited use of these methods in sociological research. As a result of the scant use of interpolation methods by researchers, the accuracy of these methods has not been assessed adequately with empirical data typically encountered by sociologists. To address this shortcoming, the authors describe four ways of reassigning data across incompatible zonal systems and test the accuracy of each approach with two case studies. The first example reassigns racial data from block groups to school attendance boundaries for selected school systems and the second reassigns racial data from school districts to Public Use Micro Areas for the entire US.Social Science Research. 01/2007;
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ABSTRACT: This study investigates how much the racial composition of communities influences the private school enrollment rates of members of different racial groups. Some scholars argue that private school enrollment contributes to racial segregation in public schools because White families attempt to enhance the social status of their children by leaving public schools serving communities with higher percentages of children who are Black. A second group of scholars argue that private school enrollment is primarily based on nonracial factors. A third, related perspective argues that race is of diminishing importance in driving behaviors such as school choice. This study explores these perspectives using 1990 and 2000 Public Use Micro Data Samples to estimate private school enrollment rates by student race and community racial composition. Findings indicate that private school enrollment rates among Asian, Black, and Hispanic students do not fluctuate much with community racial composition. By contrast, private school enrollment rates among White families are strongly and positively correlated with the percentage of children in their communities who are Black—even after holding constant a series of individual and community-level factors that may account for this trend. Moreover, the association between race and choice has changed little between 1990 and 2000.Peabody Journal of Education 04/2009; 84(2):172-190.
- Social Problems - SOC PROBL. 01/2003; 50(2):181-203.