Assessing Integration in Wake County: Loud Debate, but Muted Effects for Students and Schools

Autor/inn/en	Carter, James S., III; Hughes, Rodney P.; Lenard, Matthew A.; Liebowitz, David D.; Perera, Rachel M.
Titel	Assessing Integration in Wake County: Loud Debate, but Muted Effects for Students and Schools
Quelle	In: Education Next, 23 (2023) 1, S.60-67 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	Social Integration; Enrollment; Student Diversity; Public Schools; Student Placement; Social Differences; Socioeconomic Status; Racial Differences; Academic Achievement; Attendance; Discipline; North Carolina + Suchen Sie Ihr Suchwort? Soziale Integration; Einschulung; Public school; Öffentliche Schule; Schülerpraktikum; Sozialer Unterschied; Socio-economic status; Sozioökonomischer Status; Rassenunterschied; Schulleistung; Anwesenheit; Disziplin
Abstract	How does reassigning students to create schools that are more socioeconomically and academically diverse affect the distribution of educational opportunity? What are the impacts on students who switch schools as a result of these policies? And how do changes in school assignments affect the students who don't switch schools, but who experience changes in their classmates' characteristics? In this article, the authors report the results from two distinct studies of North Carolina's Wake County Public School System, which has a long history of using student assignment policies to weaken the school-neighborhood links that exacerbate school segregation. Their research teams, one based at the University of North Carolina at Chapel Hill (UNC) and the other originating at the Center for Education Policy Research at Harvard University, have worked closely with the district to better understand how student assignment policies affect academic and behavioral outcomes and how changing the demographic characteristics of a student's peers affects learning. They find that, on the whole, school reassignment has somewhat muted effects. In contrast to the sharp criticism and heated controversy that integration programs often inspire, switching schools does not harm students who are reassigned. In fact, reassigned students perform modestly better on statewide tests and are less likely to be suspended. They do find some negative effects for students who switch to schools where achievement and income levels are lower, but these effects are offset by positive impacts for students when school reassignments mean they learn alongside higher-performing and wealthier peers. However, these impacts are small, because, in most cases, students' new schools are largely similar to the schools they left behind. Put another way, the impacts of school integration rely more on the destination than the departure. (ERIC).
Anmerkungen	Education Next Institute, Inc. Harvard Kennedy School, Taubman 310, 79 JFK Street, Cambridge, MA 02138; Fax: 617-496–4428; e-mail: Education_Next@hks.harvard.edu; Web site: https://www.educationnext.org/the-journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01