Crossing District Lines: The Impact of Urban-Suburban Desegregation Programs on Educational Attainments

Autor/in	Mantil, Ann
Titel	Crossing District Lines: The Impact of Urban-Suburban Desegregation Programs on Educational Attainments
Quelle	In: Educational Evaluation and Policy Analysis, 44 (2022) 1, S.127-148 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/01623737211030504
Schlagwörter	Urban Schools; Suburban Schools; School Desegregation; Minority Group Students; Outcomes of Education; Educational Attainment; School Districts; Social Capital; Public Schools; Graduation Rate; Elementary Secondary Education; Enrollment; Higher Education; Massachusetts (Boston) + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Integrative Schule; Lernleistung; Schulerfolg; Bildungsabschluss; Bildungsgut; School district; Schulbezirk; Sozialkapital; Public school; Öffentliche Schule; Einschulung; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Interdistrict desegregation programs, which provide opportunities for urban children of color to attend suburban schools, are a potential means of addressing persistent racial inequalities in educational opportunities and outcomes. These voluntary programs offer a test of whether nonresident students can leverage the resources and social capital available at high-performing suburban schools to improve their educational outcomes. In the first impact study of Boston's long-running program, I find large differences in the adjusted high-school graduation and college enrollment rates of applicants referred to a suburban district, compared with observably similar applicants who were not referred. The college effect is due to enrollment in 4-year institutions and does not vary by gender. Estimates are robust to adjustments for remaining omitted variables bias. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01