Segregation by District Boundary Line: The Fragmentation of Memphis Area Schools

Autor/inn/en	Frankenberg, Erica; Siegel-Hawley, Genevieve; Diem, Sarah
Titel	Segregation by District Boundary Line: The Fragmentation of Memphis Area Schools
Quelle	In: Educational Researcher, 46 (2017) 8, S.449-463 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X17732752
Schlagwörter	School Segregation; School Districts; Consolidated Schools; Organizational Change; Suburban Schools; Educational Policy; Politics of Education; Racial Segregation; Enrollment Trends; Educational Change; Outcomes of Education; Equal Education; Data Analysis; Statistical Analysis; Tennessee (Memphis) + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Consolidated school; Mittelpunktschule; Zentralschule; Organisationswandel; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Politics of education; Bildungspolitik; Educational policy; Rassentrennung; Bildungsreform; Lernleistung; Schulerfolg; Auswertung; Statistische Analyse
Abstract	Boundary lines have long served as a mechanism to divide people, determining the quality of available resources, and ultimately, educational opportunity. In recent years, new school district boundaries have proliferated as local communities attempt to secede from larger school districts. In this study of Memphis-Shelby County, Tennessee, we extend prior research on school district fragmentation and consolidation by examining the largest American school district merger--and swift, subsequent suburban secessions--in recent decades. In Memphis, policy and political actors fostered decentralization and competition through the expansion of choices among new school districts defined by highly salient racial boundaries. These actions exacerbated segregation between districts with students' racial and economic school-level exposure differing substantially across the new district lines. State and local actions that fostered the fragmentation of the consolidated district reduced possibilities for further integration and equity, with significant implications for students, families, and the larger community. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01