Choice without Inclusion?: Comparing the Intensity of Racial Segregation in Charters and Public Schools at the Local, State and National Levels

Autor/inn/en	Vasquez Heilig, Julian; Brewer, T. Jameson; Williams, Yohuru
Titel	Choice without Inclusion?: Comparing the Intensity of Racial Segregation in Charters and Public Schools at the Local, State and National Levels
Quelle	In: Education Sciences, 9 (2019), Artikel 205 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Vasquez Heilig, Julian)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	School Choice; Charter Schools; Public Schools; School Segregation; Racial Segregation; Urban Education; Urban Schools; African American Students; Hispanic American Students; Incidence; Academic Achievement; Student Diversity; Demography + Suchen Sie Ihr Suchwort? Choice of school; Schulwahl; Charter school; Charter-Schule; Public school; Öffentliche Schule; Rassentrennung; Stadtteilbezogenes Lernen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Vorkommen; Schulleistung; Demografie
Abstract	We conduct descriptive and inferential analyses of publicly available Common Core of Data (CCD) to examine segregation at the local, state, and national levels. Nationally, we find that higher percentages of charter students of every race attend intensely segregated schools. The highest levels of racial isolation are at the primary level for public and middle level for charters. We find that double segregation by race and class is higher in charter schools. Charters are more likely to be segregated, even when controlling for local ethno-racial demographics. A majority of states have at least half of Blacks and a third of Latinx in intensely segregated charters. At the city level, we find that higher percentages of urban charter students were attending intensely segregated schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01