The K-12 Integration, Desegregation, and Segregation Archive is a searchable database holding detailed abstracts of scholarship about the relationships among K-12 school and classroom ethnic, racial, and socioeconomic (SES) composition and a range of educational outcomes from the earliest years through the end of secondary school, and in some instances, matriculation to and graduation from higher education. Educational outcomes include achievement (including grades, standardized test scores) in all subject matter areas; and attainment (including high school graduation, college enrollment, degrees). Entries also include the relationships among segregated or diverse learning environments in K-12 schooling and non-cognitive outcomes such as intergroup relations; prejudice, stereotypes and fears; the intergenerational perpetuation of racial and ethnic stereotypes; occupational, income, and other status attainment measures across adult life-course trajectories; workforce readiness for a globalized economy; preparation for citizenship; and social cohesion in democratic, just, ethnically and racially plural societies.
The purpose of the K-12 Integration, Desegregation, and Segregation Archive is to provide scholars, students, jurists, attorneys, policy makers, and the general public with accessible state-of-the-art knowledge about the topics described above. The K-12 Integration, Desegregation, and Segregation Archive holds abstracts of relevant published and unpublished empirical, qualitative, historical, evaluation, and policy studies on the topic conducted by researchers associated with universities, think tanks, foundations, or governmental agencies at the school district, state, or federal level. It does not include journalism or opinion essays. The majority of the entries report research on US schools and students disseminated during the last forty-five years, although some studies are older. Each entry presents the following information about the synthesized study:
- author(s) and their affiliations
- how study was disseminated (journal article, chapter or book, government report, paper presented at scholarly meeting)
- hypotheses or research questions
- research design
- sample characteristics
- dependent and independent variables for quantitative studies
- analytic strategies
Users can search the K-12 Integration, Desegregation, and Segregation Archive by author, any of the research design characteristics listed above, or from a menu list of key words.
The K-12 Integration, Desegregation, and Segregation Archive (previously called the Spivack Archive) is a part of longitudinal research project designed to identify and synthesize the social, educational, and behavioral science research about the topic of school and classroom ethnic, racial, and socioeconomic (SES) compositional effects on these various outcomes. The original Spivack Archive was conceived and developed by Professor Roslyn Arlin Mickelson, Ph.D., Chancellor’s Professor and Professor of Sociology, Public Policy, and Women & Gender Studies at UNC Charlotte. Martha Cecilia Bottia, Ph.D., Research Assistant Professor at UNC Charlotte, has been the lead researcher with the project since 2006. Robert Edward Freeland designed the original website and most recently, Xander Marciniak redesigned and refined it.
The development of the original Spivack Archive was supported by a 2005 grant to Professor Mickelson and Professor Kathryn Borman (University of South Florida, Emerita) from the American Sociological Association’s Sydney S. Spivack Program in Applied Social Research and Social Policy. Mickelson has received additional support from the National Science Foundation (NSF) and the Poverty and the Poverty and Race Research Action Council (PRRAC) to continue its development. The K-12 Integration, Desegregation, and Segregation Archive is an ongoing project because scholars continue to conduct research on this topic. The research team makes additions to the database on a regular basis.