Review of "Segregation, Race, and Charter Schools: What Do We Know?"

Autor/in	Frankenberg, Erica
Institution	University of Colorado at Boulder, National Education Policy Center
Titel	Review of "Segregation, Race, and Charter Schools: What Do We Know?"
Quelle	(2016), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Charter Schools; Racial Segregation; Racial Bias; Equal Education; Academic Achievement; Minority Group Students; Low Income Groups; Urban Schools; Educational History; Civil Rights Legislation; School Policy; Court Litigation; School Districts; Measurement Techniques; Enrollment; Racial Composition; Educational Quality; Elementary Secondary Education; Longitudinal Studies; School Choice + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Rassentrennung; Racial discrimination; Rassismus; Schulleistung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; History of education; Bildungsgeschichte; Private law; Bürgerliches Recht; Schulpolitik; Rechtsstreit; School district; Schulbezirk; Messtechnik; Einschulung; Quality of education; Bildungsqualität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Choice of school; Schulwahl
Abstract	Noting the nation's renewed attention to remedying school segregation, "Segregation, Race, and Charter Schools" presents evidence about the extent of school segregation and its relationship with improving student achievement for students of color. The report argues that school segregation has remained flat for decades and also argues that the nation would be wise to instead attend to improving the quality of schools that students of color and low-income students attend. It points to some urban charter schools as exemplars of this latter approach. However, this review finds that the report omits significant research directly related to the topic and includes other studies that are less relevant. Moreover, the report draws questionable conclusions from studies that are included--conclusions that are not reflective of the research consensus. The report's selective interpretation of existing research leads to two erroneous conclusions about improving educational outcomes for students of color: (1) that focusing on school integration is relatively unimportant; and (2) that attending to school quality via school choice, rather than addressing the complex array of policies to combat racial segregation, should instead be pursued. In fact, because most forms of school choice further segregation, the report's recommendation will likely only further segregation and inequality for students. A list of notes and references is included. [For "Segregation, Race, and Charter Schools: What Do We Know?," see ED582925.] (As Provided).
Anmerkungen	National Education Policy Center. School of Education 249 UCB University of Colorado, Boulder, CO 80309. Tel: 303-735-5290; e-mail: nepc@colorado.edu; Web site: http://nepc.colorado.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01