The Kids on the Bus: The Academic Consequences of Diversity-Driven School Reassignments

Autor/inn/en	Domina, Thurston; Carlson, Deven; Carter, James, III; Lenard, Matthew; McEachin, Andrew; Perera, Rachel
Titel	The Kids on the Bus: The Academic Consequences of Diversity-Driven School Reassignments
Quelle	In: Journal of Policy Analysis and Management, 40 (2021) 4, S.1197-1229 (33 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-8739
DOI	10.1002/pam.22326
Schlagwörter	Student Diversity; Student Placement; School Desegregation; Academic Achievement; Socioeconomic Status; Attendance; Discipline; Elementary Secondary Education; North Carolina + Suchen Sie Ihr Suchwort? Schülerpraktikum; Integrative Schule; Schulleistung; Socio-economic status; Sozioökonomischer Status; Anwesenheit; Disziplin
Abstract	Many public school diversity efforts rely on reassigning students from one school to another. While opponents of such efforts articulate concerns about the consequences of reassignments for students' educational experiences, little evidence exists regarding these effects, particularly in contemporary policy contexts. Using an event study design, we leverage data from an innovative socioeconomic school desegregation plan to estimate the effects of reassignment on reassigned students' achievement, attendance, and exposure to exclusionary discipline. Between 2000 and 2010, North Carolina's Wake County Public School System (WCPSS) reassigned approximately 25 percent of students with the goal of creating socioeconomically diverse schools. Although WCPSS's controlled school choice policy provided opportunities for reassigned students to opt out of their newly reassigned schools, our analysis indicates that reassigned students typically attended their newly reassigned schools. We find that reassignment modestly boosts reassigned students' math achievement, reduces reassigned students' rate of suspension, and has no offsetting negative consequences on other outcomes. Exploratory analyses suggest that the effects of reassignment do not meaningfully vary by student characteristics or school choice decisions. The results suggest that carefully designed school assignment policies can improve school diversity without imposing academic or disciplinary costs on reassigned students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01