Literaturnachweis - Detailanzeige
Autor/inn/en | Taylor, Kendra; Anderson, Jeremy; Frankenberg, Erica |
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Titel | School and Residential Segregation in School Districts with Voluntary Integration Policies |
Quelle | In: Peabody Journal of Education, 94 (2019) 4, S.371-387 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0161-956X |
DOI | 10.1080/0161956X.2019.1648950 |
Schlagwörter | School Segregation; Racial Segregation; Residential Patterns; School Desegregation; Neighborhood Integration; School Districts; Voluntary Desegregation; Desegregation Methods; Board of Education Policy; Court Litigation |
Abstract | Since the Supreme Court's 2007 "Parents Involved" decision, school districts have been pursuing integration in more legally and politically charged environments. The retreat of the federal government in the racial integration of schools is well documented, but less understood is what local school districts are doing to fill that void. This study documents the districts in the United States that are engaged in voluntary integration. We measure the racial and income segregation in these districts at the school level from 2000 to 2015, examining the relationship between integration methods and levels of segregation. We also measure block group-level segregation in these school districts during this time period to better understand residential patterns of segregation within the districts and contextualize school-level trends. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |