School Segregation under Color-Blind Jurisprudence: The Case of North Carolina. Working Paper 16

Autor/inn/en	Clotfelter, Charles T.; Ladd, Helen F.; Vigdor, Jacob L.
Institution	Urban Institute, National Center for Analysis of Longitudinal Data in Education Research (CALDER)
Titel	School Segregation under Color-Blind Jurisprudence: The Case of North Carolina. Working Paper 16
Quelle	(2008), (50 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Effectiveness; Elementary Secondary Education; Racial Segregation; School Segregation; Public Schools; Educational Policy; Policy Analysis; Data Analysis; School Statistics; Bayesian Statistics; Comparative Analysis; Longitudinal Studies; Student Placement; Court Litigation; Enrollment Trends; Resource Allocation; North Carolina + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Rassentrennung; Public school; Öffentliche Schule; Politics of education; Bildungspolitik; Politikfeldanalyse; Auswertung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerpraktikum; Rechtsstreit; Ressourcenallokation
Abstract	Using detailed administrative data for the public K-12 schools of North Carolina, we measure racial segregation in its public schools. With data for the 2005-2006 school year, we update previously published calculations that measure segregation by unevenness in racial enrollment patterns, both between schools and within schools. We find that classroom segregation generally increased between 2000-2001 and 2005-2006, continuing, albeit at a slightly slower rate, the trend of increases we observed over the preceding six years. Segregation increased sharply in Charlotte-Mecklenburg, which introduced a new choice plan in 2002. Over the same period, racial and economic disparities in teacher quality widened in that district. Finally, we compare our basic measure to two alternative measures of segregation. An appendix is included. (Contains 31 footnotes and 11 tables.) (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. The Urban Institute, 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5739; Fax: 202-833-2477; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10