Can Class-Based Substitute for Race-Based Student Assignment Plans? Evidence from Wake County, North Carolina

Autor/inn/en	McMillian, M. Monique; Fuller, Sarah; Hill, Zoelene; Duch, Kate; Darity, William A., Jr.
Titel	Can Class-Based Substitute for Race-Based Student Assignment Plans? Evidence from Wake County, North Carolina
Quelle	In: Urban Education, 53 (2018) 7, S.843-874 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085915613554
Schlagwörter	Racial Segregation; School Segregation; Student Placement; Socioeconomic Influences; Counties; Family Income; School Districts; Reading Achievement; Mathematics Achievement; Achievement Gap; African American Students; White Students; Racial Composition; School Desegregation; Integrated Services; Desegregation Litigation; Federal Legislation; Civil Rights Legislation; Educational Legislation; Elementary Secondary Education; Court Litigation; Enrollment; North Carolina + Suchen Sie Ihr Suchwort? Rassentrennung; Schülerpraktikum; Sozioökonomischer Faktor; Familieneinkommen; School district; Schulbezirk; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Integrative Schule; Bundesrecht; Private law; Bürgerliches Recht; Bildungsrecht; Schulgesetz; Rechtsstreit; Einschulung
Abstract	This study uses a North Carolina administrative data set to analyze racial segregation and student achievement in Wake County during race-based and income-based school assignment plans. We find a modest increase in the level of racial segregation in Wake schools during the income-based plan, but compared with other large districts in the state, Wake County remained relatively desegregated. We also find a small increase in reading and math test scores and a narrowing of the Black-White test score gap. Our analysis indicates that the improvement in math scores may be "partially" due to school composition changes attributable to the income-based assignment plan. (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