Segregation and Peers' Characteristics in the 2010-2011 Kindergarten Class: 60 Years after Brown v. Board

Autor/inn/en	García, Emma; Weiss, Elaine
Institution	Economic Policy Institute; Broader, Bolder Approach to Education
Titel	Segregation and Peers' Characteristics in the 2010-2011 Kindergarten Class: 60 Years after Brown v. Board
Quelle	(2014), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Kindergarten; School Segregation; Student Characteristics; Poverty; Racial Composition; Socioeconomic Status; School Demography; Academic Achievement; Achievement Gap; White Students; African American Students; Hispanic American Students; Asian American Students; Longitudinal Studies; Federal Legislation; Educational Legislation; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Armut; Socio-economic status; Sozioökonomischer Status; Schulbesuchsrate; Schulleistung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Bundesrecht; Bildungsrecht; Schulgesetz
Abstract	Closing achievement gaps--disparities in academic achievement between minority and white students, and between low-income and higher-income students--has long been an unrealized goal of U.S. education policy. It has now been 60 years since the Supreme Court declared "separate but equal" schools unconstitutional in "Brown v. Board of Education." With income inequality at record levels, the interactions between poverty and race remain strong and troubling and continue to impede educational progress for many students. One result of such interactions is ongoing segregation at both the neighborhood and school levels. In this paper Garcia and Weiss use data from a recent representative cohort of U.S. students entering kindergarten to describe how segregated schools are by both race and income. Next, the authors compare the racial and socioeconomic status composition of those kindergarten classes with what they would look like if they represented the characteristics of the U.S. student body overall. Garcia and Weiss explore the differences in students' other characteristics based on the racial makeup of their own classes. Finally, Garcia and Weiss analyze how the students' academic performance changes over that first year, measured by their place on the score distribution in math, reading, and approaches to learning at entry in the fall and again in the spring, and by level of segregation in the school. (ERIC).
Anmerkungen	Economic Policy Institute. 1333 H Street NW Suite 300 East Tower, Washington, DC 20005. Tel: 202-775-8810; Fax: 202-775-0819; e-mail: publications@epi.org. Web site: http://www.epi.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10