School Choice and Segregation: "Tracking" Racial Equity in Magnet Schools

Autor/in	Davis, Tomeka M.
Titel	School Choice and Segregation: "Tracking" Racial Equity in Magnet Schools
Quelle	In: Education and Urban Society, 46 (2014) 4, S.399-433 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124512448672
Schlagwörter	School Choice; Magnet Schools; Equal Education; School Segregation; Racial Segregation; Classes (Groups of Students); Racial Composition; Public Schools; Track System (Education); Student Diversity; White Students; African American Students; Hispanic American Students; Honors Curriculum; English Curriculum; Mathematics Curriculum; Grade 8; Middle School Students; Longitudinal Studies; Regression (Statistics); Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Choice of school; Schulwahl; Rassentrennung; Klassengemeinschaft; Public school; Öffentliche Schule; Leistungsgruppe; Leistungsdifferenzierung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Regression; Regressionsanalyse
Abstract	Three arguments regarding racial equity have arisen in the school choice debate. Choice advocates charge that choice will improve access to quality schools for disadvantaged minority students (Chubb & Moe 1990; Coons & Sugarman, 1978; Godwin & Kemerer, 2002; Viteritti, 1999). Critics argue that choice is unlikely to benefit minority students, but they are divided as to why this may be the case. Some maintain that unfettered choice leads to racial segregation (Henig, 1996; Mickelson, 2005; Saporito, 2003); others maintain that while choice may be successful in reducing segregation at the building level, choice programs may be problematic to the extent that they segregate schools at the classroom level (Wells & Crain, 1997; Wells, Holme, & Vasudeva, 2000; Wells & Roda, 2009; West, 1994). I use data from the eighth-grade wave of the Early Childhood Longitudinal Study to examine these questions. Results indicate that the racial composition of magnet schools is not statistically different from regular public schools; however, magnet schools are more heterogeneous at the classroom level, but only with respect to White/Hispanic racial composition. In particular, honors classes in magnet schools are significantly more diverse than honors classes in regular public schools, but only with regard to White/Hispanic diversity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10