School Choice, Racial Segregation, and Poverty Concentration: Evidence from Pennsylvania Charter School Transfers

Autor/inn/en	Kotok, Stephen; Frankenberg, Erica; Schafft, Kai A.; Mann, Bryan A.; Fuller, Edward J.
Titel	School Choice, Racial Segregation, and Poverty Concentration: Evidence from Pennsylvania Charter School Transfers
Quelle	In: Educational Policy, 31 (2017) 4, S.415-447 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904815604112
Schlagwörter	School Choice; Racial Segregation; Charter Schools; Poverty; Urban Schools; Public Schools; Geography; White Students; African American Students; Hispanic American Students; Longitudinal Studies; Comparative Analysis; Equal Education; Statistical Analysis; Transfer Students; Distance Education; Elementary Secondary Education; Pennsylvania + Suchen Sie Ihr Suchwort? Choice of school; Schulwahl; Rassentrennung; Charter school; Charter-Schule; Armut; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Geografie; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Statistische Analyse; Hochschulwechsel; Schulwechsel; Studienortwechsel; Distance study; Distance learning; Fernunterricht
Abstract	This article examines how student movements between traditional public schools (TPSs) and charters--both brick and mortar and cyber--may be associated with both racial isolation and poverty concentration. Using student-level data from the universe of Pennsylvania public schools, this study builds upon previous research by specifically examining student transfers into charter schools, disaggregating findings by geography. We find that, on average, the transfers of African American and Latino students from TPSs to charter schools were segregative. White students transferring within urban areas transferred to more racially segregated schools. Students from all three racial groups attended urban charters with lower poverty concentration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01