Left Behind: District Secession and the Re-Segregation of American Schools

Autor/inn/en	Houck, Eric A.; Murray, Brittany C.
Titel	Left Behind: District Secession and the Re-Segregation of American Schools
Quelle	In: Peabody Journal of Education, 94 (2019) 4, S.388-402 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Houck, Eric A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2019.1648951
Schlagwörter	School Resegregation; Racial Segregation; School Districts; Student Diversity; School District Reorganization; Outcomes of Education; Court Litigation; Educational Finance; Resource Allocation; Racial Composition + Suchen Sie Ihr Suchwort? Rassentrennung; School district; Schulbezirk; Lernleistung; Schulerfolg; Rechtsstreit; Bildungsfonds; Ressourcenallokation
Abstract	Sixty-five years after the "Brown v. Board" decision, American schools are re-segregated and re-segregating. The mechanisms of this re-segregation are legal action, voluntary moves towards unitary status, unintended consequences of integration-oriented strategies, and an increasing trend towards the fracturing, or splintering of school districts. Both economic and political theory would indicate that splintering districts would work to pull racial and economic advantage out of the remaining district and into their own. To test this theory, we created a dataset that captures the fiscal and demographic status of U.S. school districts between 2000 and 2014 and analyzed the effect of district separation on the remaining districts in terms of student body composition, overall integration and local, state, and federal resources. Our findings indicate that separating districts are less diverse than the districts left behind. We further find that separating districts gain resources from local revenue and that remaining districts gain federal revenue in insufficient amounts to account for the loss of local funds. We find that these relative disadvantages for left behind districts and relative advantages for seceding districts persist when compared to the general population of school districts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01