The Geography of Inequality: Why Separate Means Unequal in American Public Schools
Persistent school segregation means not only that children of different racial and ethnic backgrounds attend different schools but also that their schools are unequal in performance. This study documents the extent of disparities nationally in school performance between schools attended by whites an...
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Published in | Sociology of education Vol. 85; no. 3; pp. 287 - 301 |
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Main Authors | , , |
Format | Journal Article |
Language | English |
Published |
Los Angeles, CA
American Sociological Association
01.07.2012
Sage SAGE Publications |
Subjects | |
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Abstract | Persistent school segregation means not only that children of different racial and ethnic backgrounds attend different schools but also that their schools are unequal in performance. This study documents the extent of disparities nationally in school performance between schools attended by whites and Asians compared with those attended by blacks, Hispanics, and Native Americans. It further examines the geography of school inequality in two ways. First, it analyzes the segregation of students between different types of school profiles based on racial composition, poverty, and metropolitan location. Second, it estimates the independent effects of these and other school and school district characteristics on school performance, identifying which aspects of school segregation are the most important sources of disadvantage. A focus on schools at the bottom of the distribution, as in No Schools Left Behind, would not ameliorate wide disparities between groups that are found across the whole spectrum of school performance. |
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AbstractList | Persistent school segregation does not only mean that children of different racial and ethnic backgrounds attend different schools, but their schools are also unequal in their performance. This study documents nationally the extent of disparities in school performance between schools attended by whites and Asians compared to blacks, Hispanics, and Native Americans. It further examines the geography of school inequality in two ways. First it analyzes the segregation of students between different types of school profiles based on racial composition, poverty and metropolitan location. Second it estimates the independent effects of these and other school and school district characteristics on school performance, identifying which aspects of school segregation are the most important sources of disadvantage. A focus on schools at the bottom of the distribution as in No Schools Left Behind would not ameliorate wide disparities between groups that are found run across the whole spectrum of school performance. Persistent school segregation means not only that children of different racial and ethnic backgrounds attend different schools but also that their schools are unequal in performance. This study documents the extent of disparities nationally in school performance between schools attended by whites and Asians compared with those attended by blacks, Hispanics, and Native Americans. It further examines the geography of school inequality in two ways. First, it analyzes the segregation of students between different types of school profiles based on racial composition, poverty, and metropolitan location. Second, it estimates the independent effects of these and other school and school district characteristics on school performance, identifying which aspects of school segregation are the most important sources of disadvantage. A focus on schools at the bottom of the distribution, as in No Schools Left Behind, would not ameliorate wide disparities between groups that are found across the whole spectrum of school performance. Persistent school segregation means not only that children of different racial and ethnic backgrounds attend different schools but also that their schools are unequal in performance. This study documents the extent of disparities nationally in school performance between schools attended by whites and Asians compared with those attended by blacks, Hispanics, and Native Americans. It further examines the geography of school inequality in two ways. First, it analyzes the segregation of students between different types of school profiles based on racial composition, poverty, and metropolitan location. Second, it estimates the independent effects of these and other school and school district characteristics on school performance, identifying which aspects of school segregation are the most important sources of disadvantage. A focus on schools at the bottom of the distribution, as in No Schools Left Behind, would not ameliorate wide disparities between groups that are found across the whole spectrum of school performance. Adapted from the source document. Persistent school segregation means not only that children of different racial and ethnic backgrounds attend different schools but also that their schools are unequal in performance. This study documents the extent of disparities nationally in school performance between schools attended by whites and Asians compared with those attended by blacks, Hispanics, and Native Americans. It further examines the geography of school inequality in two ways. First, it analyzes the segregation of students between different types of school profiles based on racial composition, poverty, and metropolitan location. Second, it estimates the independent effects of these and other school and school district characteristics on school performance, identifying which aspects of school segregation are the most important sources of disadvantage. A focus on schools at the bottom of the distribution, as in No Schools Left Behind, would not ameliorate wide disparities between groups that are found across the whole spectrum of school performance. (Contains 2 notes, 5 tables, and 2 figures.) Persistent school segregation means not only that children of different racial and ethnic backgrounds attend different schools but also that their schools are unequal in performance. This study documents the extent of disparities nationally in school performance between schools attended by whites and Asians compared with those attended by blacks, Hispanics, and Native Americans. It further examines the geography of school inequality in two ways. First, it analyzes the segregation of students between different types of school profiles based on racial composition, poverty, and metropolitan location. Second, it estimates the independent effects of these and other school and school district characteristics on school performance, identifying which aspects of school segregation are the most important sources of disadvantage. A focus on schools at the bottom of the distribution, as in No Schools LeftBehind, would not ameliorate wide disparities between groups that are found across the whole spectrum of school performance. [PUBLICATION ABSTRACT] |
Audience | Elementary Secondary Education |
Author | Minca, Elisabeta Adar, Sinem Logan, John R. |
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Snippet | Persistent school segregation means not only that children of different racial and ethnic backgrounds attend different schools but also that their schools are... Persistent school segregation does not only mean that children of different racial and ethnic backgrounds attend different schools, but their schools are also... |
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SubjectTerms | Academic Achievement Achievement Rating Achievement tests African American Students Asian students Black students Children Children & youth Comparative Analysis Comparative Testing Cultures and civilizations Disadvantaged Educational Policy Educational Sociology Elementary schools Equal Education Ethnic relations. Racism Geographic Distribution Geographic Location Geography High schools Hispanic Americans Hispanic students Hispanics Inequality Institutional Characteristics Kindergarten students Middle schools Minority & ethnic groups Minority Group Students Minority students Native Americans No Child Left Behind Act 2001-US Outcomes of Education Politics of Education Poverty Profiles Public Schools Racial Composition Racial Differences Racial Segregation Schematic Studies School boards School Desegregation School Districts School Effectiveness School Segregation Schools Scores Segregation Social Justice Sociology Sociology of education. Educational systems. Lifelong education Standardized Tests Students Studies Suburban schools Test scores Urban Schools White people |
Title | The Geography of Inequality: Why Separate Means Unequal in American Public Schools |
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