Choice without Equity: Charter School Segregation

Autor/inn/en	Frankenberg, Erica; Siegel-Hawley, Genevieve; Wang, Jia
Titel	Choice without Equity: Charter School Segregation
Quelle	In: Education Policy Analysis Archives, 19 (2011) 1, (96 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Charter Schools; School Segregation; Metropolitan Areas; Minority Groups; White Students; Equal Education; School Choice; Correlation; Urban Schools; Enrollment Trends; Student Characteristics; Public Schools; Social Class; Low Income Groups; English (Second Language); Racial Composition; African American Students; Hispanic American Students; Asian American Students; American Indians; Geographic Location; Suburban Schools; Rural Schools + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Ballungsraum; Ethnische Minderheit; Choice of school; Schulwahl; Korrelation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Social classes; Soziale Klasse; English as second language; English; Second Language; Englisch als Zweitsprache; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; American Indian; Indianer; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Rural area; Rural areas; Ländlicher Raum; Schulen
Abstract	The political popularity of charter schools is unmistakable. This article explores the relationship between charter schools and segregation across the country, in 40 states, the District of Columbia, and several dozen metropolitan areas with large enrollments of charter school students in 2007-08. The descriptive analysis of the charter school enrollment is aimed at understanding the characteristics of students enrolled in charter schools and the extent to which charter school students are segregated, including how charter school segregation compare to students in traditional public schools. This article examines these questions at different levels, aggregating school-level enrollment to explore patterns among metropolitan areas, states, and the nation using three national datasets. Our findings suggest that charters currently isolate students by race and class. This analysis of recent data finds that charter schools are more racially isolated than traditional public schools in virtually every state and large metropolitan area in the nation. In some regions, white students are overrepresented in charter schools while in other charter schools; minority students have little exposure to white students. Data about the extent to which charter schools serve low-income and English Language Learners is incomplete, but suggest that a substantial share of charter schools may not enroll such students. As charters represent an increasing share of our public schools, they influence the level of segregation experienced by all of our nation's school-aged children. After two decades, the promise of charter schools to use choice to foster integration and equality in American education has yet to be realized. (Contains 50 footnotes, 46 tables and 9 figures.) (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10