Compares educational attainment and present attitudes of young black adults who did and did not participate in a desegregation program.
The K-12 Integration, Desegregation, and Segregation Archive is a searchable database holding detailed abstracts of scholarship about the relationships among school and classroom ethnic, racial, and socioeconomic (SES) composition and a range of educational outcomes from the earliest years through college. You can search it by typing in the search field above or filter it using the options in the sidebar. Abstracts are sorted by most recent publication year and primary author’s last name Read more >>
Why some schools are better able to induce academic outcomes among a broad social and racial distribution of students.
Reviews the literature on long term social consequences of school desegregation, & how to opearte desegregated schools effectively.
Relationship between schools and housing and specifically the relocation behavior of minority households.
Differences in how tracking decisions are made. Pattern of students’ course enrollments within academic tracks.
Examines whether type of secondary school attended (sex composition) affects girls’ academic achievements net of other relevant factors.
Investigate the effects of ability grouping and sex differences on the mathematics achievement of elementary school students.
Studies the effects of classroom climate, instructional organization, and classroom racial composition on cross-race friendliness
What is the evidence about the achievement effects of ability grouping? What are the alternatives?
Some types of instructional grouping that contribute to more positive academic and affective outcomes for students.
Cross-Group Contact Opportunities: Impact on Interpersonal Relationships in Desegregated Middle Schools
Examines the effects of school organizational structure on students’ interracial and cross-sex communication patterns
Test if the intellectual level of the classroom affects the quality of learning environments.
Examines the tenets and assumptions of contact theory.
Faculty Desegregation Influence on Student Achievement.
Effects of desegregation on students.
Comparison of the effects of desegregation with those of other factors in the process of school learning that have been recently synthesized.
How is school desegregation related to job expectations for African Americans?
Analyze research on minority achievement in desegregated schools by separating genuine effects of desegregation from the false effects.
Examine from a constitutional perspective the bases on which ability grouping and tracking might be challenged as barriers to equal educational opp.
Why are some students placed in college tracks and others not? Why is track placement so influential?
Is organizational influence (segregated vs. desegregated schooling) important for rational plans of action related to status outcomes?
Effects of Cooperative Learning Teams on Student Achievement and Race Relations: Treatment by Race Interactions
Investigation of race by treatment interactions on student achievement and race relations.
The Perpetuation of Segregation Across Levels of Education: A Behavioral Assessment of the Contact Hypothesis
Examines if black students who attend desegregated high schools are more likely to attend desegregated colleges.
Academic Performance of Black High School Students Under Different Conditions of Contact with White Peers
The possible interaction effects of class racial composition and friendship with whites on several aspects of black student’s academic performance
Direct effects of school racial composition on college attendance when introducing curriculum and grades and relocating the test scores.
Studies the effects of biracial learning teams on cross-race friendship in desegregated junior high schools
Which school practices improve racial relations in desegregated schools?
What are the processes by which different methods of desegregation affect different types of students on different kinds of outcomes?
Review of research on desegregation and black achievement
The Effects of Desegregation on Student Achievement: Some New Evidence from the Equality of Educational Opportunity Survey
Examine patterns of change in achievement between first and sixth graders and between ninth and twelfth graders in desegregated schools
Integration effects on Blacks achievement.
Examines long term outcomes of desegregated schooling for African Americans- employment patterns and income
-This study finds significant school SES effects when cross-sectional models are estimated.
-These effects largely disappear when longitudinal models are applied, namely, value-added and student fixed effect models.
– There are some statistically significant effects remaining for school racial composition in two of the states and for various subgroups, but the magnitudes of the effects are small.
-Peer SES has no effects or only very small effects on academic achievement
-Large school SES effects often found in cross-sectional studies are artifacts of aggregation and are not a sound basis for SES-based school integration policies.
– The commonly used cross-sectional models for student achievement produce sizable estimates for school SES effects which are often comparable with the effect for student SES. However, in properly specified models using longitudinal data that either (a) control for students’ prior achievement or (b) control for stable differences between students, the effects of school SES are very small.
– The analyses presented in this article do not support the widely held view that school SES and school racial composition have strong effects on student achievement.
-The percentage of White students in Jefferson County private schools was lower in recent years when the new policies were implemented, although White students enroll in private schools at a disproportionately higher rate. The share of Latino students in Jefferson Country private schools during this period has also declined while remaining steady for Black students.
– JCPS’s percentage of White students declined, particularly among younger students, but the district retains a large share of White students, a steady share of Black students, and growing Latino enrollment. The percentage of economically disadvantaged students remained constant.
– The exposure of White and Latino students to Black students declined while Black isolation increased. In fact, the typical Black student had a higher percentage of Black students in their school than White students even though White students comprise a much higher percentage of the district’s enrollment.
– The exposure of FRL students to other low-SES students remained constant while the exposure of non-FRL students to these students increased substantially.
– Two trends emerge regarding segregation within JCPS. First, racial segregation has grown, although the picture is mixed and remains low compared to national trends. The percentage of students in minority concentrated schools rose while the exposure of White and Black students became more dissimilar— and segregative—over time. Latino students became more integrated with Whites and segregated from Blacks since 2006–2007. Second, economic segregation appears stable with mixed findings about whether it is increasing. The race/ poverty overlap remains fairly weak.
– Proximity-based plans often result in segregation when neighborhoods are segregated.
– The isolation for Black students is about 1 percentage point lower than proximity-based; differences for White and Latino students are smaller.
– under the controlled choice scenario, Latinos have higher percentages of Black students in their schools. White students have lower isolation but are still highly isolated, and for all three groups, even the ‘‘lower’’ isolation under this scenario still reflects relatively high isolation. White and Latino students are being assigned to schools with very different racial composition, on average, than are Black students.
– In comparison to the different assignments, the isolation of students in the school they enroll in is slightly more segregated than under the actual assignment.
– segregation is less pronounced for the existing controlled choice assignment in comparison to other potential assignment scenarios.
– While schools remain considerably diverse under this new generation of policies and are more diverse than if students were assigned under the simulated alternative scenarios, there is also evidence of growing racial segregation particularly for Black students; evidence is mixed regarding economic segregation but appears stable. JCPS segregation levels remain considerably lower than most large districts
-Black and Latino students are not concentrated in the same schools. Indeed, in JCPS, the burgeoning Latino enrollment has become more similar to White students in their exposure to other-race students, particularly White students, and more segregated from Black students.
-These findings suggest that this new generalized race-conscious policy might help navigate barriers to inequality, albeit perhaps not to the same extent as policies using individual student race/ethnicity.