Literaturnachweis - Detailanzeige
| Autor/in | García, Emma |
|---|---|
| Institution | Economic Policy Institute |
| Titel | Schools Are Still Segregated, and Black Children Are Paying a Price |
| Quelle | (2020), (5 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Quantitative Daten; School Segregation; Racial Discrimination; African American Students; Ethnicity; Achievement Gap; Socioeconomic Status; Equal Education; Racial Differences; White Students; Minority Group Students; Poverty; Disadvantaged Youth; Disadvantaged Schools; Grade 8; National Assessment of Educational Progress |
| Abstract | Well over six decades after the Supreme Court declared "separate but equal" schools to be unconstitutional in "Brown v. Board of Education," schools remain heavily segregated by race and ethnicity. The lack of progress in integrating schools: (1) depresses education outcomes for black students; (2) widens performance gaps between white and black students; (3) reflects and bolsters segregation by economic status; and (4) it means that the promise of integration and equal opportunities for all black students remains an ideal rather than a reality. Findings on school segregation and student performance come from the National Center for Education Statistics' National Assessment of Educational Progress (NAEP), the most comprehensive study of education performance in the country. The author uses the most recently released data to describe school segregation and its consequences for math performance of eighth-graders. This brief, published by Economic Policy Institute (EPI) to highlight education issues for Black History Month, shows data that are part of ongoing EPI research on student performance and education inequalities. (ERIC). |
| Anmerkungen | Economic Policy Institute. 1333 H Street NW Suite 300 East Tower, Washington, DC 20005. Tel: 202-775-8810; Fax: 202-775-0819; e-mail: publications@epi.org. Web site: http://www.epi.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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