Income Segregation between School Districts and Inequality in Students' Achievement

Autor/in	Owens, Ann
Titel	Income Segregation between School Districts and Inequality in Students' Achievement
Quelle	In: Sociology of Education, 91 (2018) 1, S.1-27 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/0038040717741180
Schlagwörter	School Districts; Academic Achievement; Achievement Gap; Race; Low Income; Socioeconomic Influences; African American Students; White Students; Disadvantaged; Metropolitan Areas; Social Differences; Educational Policy; Educational Research; Educational Resources; Scores; Reading Tests; Hierarchical Linear Modeling; Mathematics Tests; Family Income; Racial Differences; Achievement Tests; Statistical Analysis; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Schulleistung; Rasse; Abstammung; Niedriglohn; Sozioökonomischer Faktor; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Ballungsraum; Sozialer Unterschied; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Bildungsmittel; Lesetest; Familieneinkommen; Rassenunterschied; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Statistische Analyse
Abstract	Large achievement gaps exist between high- and low-income students and between black and white students. This article explores one explanation for such gaps: income segregation between school districts, which creates inequality in the economic and social resources available in advantaged and disadvantaged students' school contexts. Drawing on national data, I find that the income achievement gap is larger in highly segregated metropolitan areas. This is due mainly to high-income students performing better, rather than low-income children performing worse, in more-segregated places. Income segregation between districts also contributes to the racial achievement gap, largely because white students perform better in more economically segregated places. Descriptive portraits of the school districts of high- and low-income students show that income segregation creates affluent districts for high-income students while changing the contexts of low-income students negligibly. Considering income and race jointly, I find that only high-income white families live in the affluent districts created by income segregation; black families with identically high incomes live in districts more similar to those of low-income white families. My results demonstrate that the spatial inequalities created by income segregation between school districts contribute to achievement gaps between advantaged and disadvantaged students, with implications for future research and policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01