A Demographic Paradox: How Public School Students in New Orleans Have Become More Racially Integrated and Isolated since Hurricane Katrina

Autor/inn/en	Kotok, Stephen; Beabout, Brian; Nelson, Steven L.; Rivera, Luis E.
Titel	A Demographic Paradox: How Public School Students in New Orleans Have Become More Racially Integrated and Isolated since Hurricane Katrina
Quelle	In: Education and Urban Society, 50 (2018) 9, S.818-838 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124517714310
Schlagwörter	Natural Disasters; Public Schools; Charter Schools; Racial Composition; School Districts; Racial Segregation; Racial Integration; Student Diversity; Minority Group Students; Classification; Socioeconomic Status; School Choice; Urban Schools; Educational Policy; Social Class; Desegregation Litigation; School Desegregation; Louisiana (New Orleans) + Suchen Sie Ihr Suchwort? Natural disaster; Naturkatastrophe; Public school; Öffentliche Schule; Charter school; Charter-Schule; School district; Schulbezirk; Rassentrennung; Rassenintegration; Classification system; Klassifikation; Klassifikationssystem; Socio-economic status; Sozioökonomischer Status; Choice of school; Schulwahl; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Politics of education; Bildungspolitik; Social classes; Soziale Klasse; Integrative Schule
Abstract	Following the tragedy of Hurricane Katrina, New Orleans public schools underwent a variety of changes including a mass influx of charter schools as well as a demographic shift in the racial composition of the district. Using school-level data from the Louisiana Department of Education, this study examines the extent that New Orleans public schools are more or less racially integrated, racially segregated, and concentrated by poverty almost a decade after Katrina. The study utilizes exposure indices, inferential statistics, and geospatial analysis to examine how levels of school integration and segregation have changed over time. Our findings indicate that though a greater share of New Orleans schools are considered racially diverse than prior to Katrina, a greater share of minority students are now attending dually segregated schools, where over 90% of students are classified as minority and are receiving free/reduced lunch. (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