Race, Choice and Richmond Public Schools: New Possibilities and Ongoing Challenges for Diversity in Urban Districts

Autor/in	Siegel-Hawley, Genevieve
Titel	Race, Choice and Richmond Public Schools: New Possibilities and Ongoing Challenges for Diversity in Urban Districts
Quelle	In: Urban Review: Issues and Ideas in Public Education, 46 (2014) 4, S.507-534 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-014-0277-6
Schlagwörter	School Districts; Student Diversity; Case Studies; Urban Schools; School Choice; School Segregation; African American Students; White Students; Elementary Schools; Educational Policy; Board of Education Policy; Public Schools; Virginia + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Case study; Fallstudie; Case Study; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Choice of school; Schulwahl; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Elementary school; Grundschule; Volksschule; Politics of education; Bildungspolitik; Public school; Öffentliche Schule
Abstract	Several contemporary demographic trends suggest that school systems in America's central cities, typically characterized by high levels of racial and economic isolation, are being presented with new opportunities to create quality, diverse schools. Still, numerous obstacles linger. Using multiple sources of data and innovative mapping tools, this case study explores an urban district experiencing population growth and change and several different manifestations of school choice. Analyses indicate that levels of black-white elementary school segregation have risen rapidly over the past two decades, and now surpass residential segregation levels. The increase in school segregation has occurred alongside a district policy emphasis on both choice and neighborhood schools. While the current elementary school zones present a number of opportunities for further racial and economic diversity, high shares of students transferring out of their zone--either to another setting in the district or to a private school--undermine those possibilities. The example of Richmond, Virginia has important policy implications for countless other urban districts grappling with demographic shifts and the growth and popularity of school choice. Both trends offer crucial possibilities for central city school systems, but without careful attention to policy, will likely result in further stratification. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10