Implications of Income-Based School Assignment Policies for Racial School Segregation

  title={Implications of Income-Based School Assignment Policies for Racial School Segregation},
  author={Sean F. Reardon and John T. Yun and Michal Kurlaender},
  journal={Educational Evaluation and Policy Analysis},
  pages={49 - 75}
A number of public school districts in the United States have adopted income-based integration policies—policies that use measures of family income or socioeconomic status—in determining school assignment. Some scholars and policymakers contend that such policies will also reduce racial segregation. In this article this assumption is explored by computing upper and lower bounds on the possible and probable levels of racial segregation that would result from race-neutral income-based school… 

Figures from this paper

Socioeconomic-Based School Assignment Policy and Racial Segregation Levels: Evidence From the Wake County Public School System

In the wake of political and legal challenges facing race-based integration, districts have turned to socioeconomic integration initiatives in an attempt to achieve greater racial balance across

Student Assignment Policies and Racial and Income Segregation of Schools, School Attendance Zones, and Neighborhoods

Purpose: This article examines the relationship between educational and residential segregation in three school districts with differing approaches to student assignment. Racial and income

Can Socioeconomic Diversity Plans Produce Racial Diversity in K-12 Schools? Research Brief No. 12.

country end, analyses show that racial and economic segregation is rising.1 In many instances, schools with high concentrations of black and Latino students also serve high concentrations of

Seeking diversity: the challenges of implementing a race-neutral student assignment plan in an urban school district

As US schools return to the levels of segregation that existed when many initial desegregation orders were established and concentrations of poverty are escalating, the judicial tools in place to

Assessing Segregation Under a New Generation of Controlled Choice Policies

Student assignment policies (SAPs) in K–12 schools can either reproduce or help ameliorate existing inequality. Some districts are trying to maintain voluntarily adopted integration policies despite

60 Years After Brown: Trends and Consequences of School Segregation

Since the Supreme Court's 1954 Brown v. Board of Education decision, researchers and policy makers have paid close attention to trends in school segregation. Here we review the evidence regarding

School and Residential Segregation in School Districts with Voluntary Integration Policies

ABSTRACT Since the Supreme Court’s 2007 Parents Involved decision, school districts have been pursuing integration in more legally and politically charged environments. The retreat of the federal

Unmasking the school re-zoning process: Race and class in a Northern Colorado community

In 2007, the US Supreme Court struck down two student school assignment plans, one in Seattle and the other in Jefferson County, Kentucky, which specifically relied on racial classification. School

Neighborhood Priority or Desegregation Plans? A Spatial Analysis of Voting on San Francisco’s Student Assignment System

In 2011, San Francisco held an unprecedented citywide vote on its public schools’ student assignment policy. Proposition H provides a unique opportunity to learn more about the public’s desire for

Stable or Changing? Racial/Ethnic Compositions in American Public Schools, 2000 to 2015

  • S. Warkentien
  • Education
    Teachers College Record: The Voice of Scholarship in Education
  • 2019
Background/Context Trends in district and metropolitan school segregation over the past several decades have been well documented, but less attention has focused on the racial/ethnic composition



Race, Not Class: Explaining Racial Housing Segregation in the St. Louis Metropolitan Area, 2000

Abstract Two techniques, computation of segregation indices within income categories, and indirect standardizations based on income and two measures of housing cost, are used to assess the extent to

How Economic Segregation Affects Children's Educational Attainment

Economic segregation increased in the U.S. between 1970 and 1990. Three hypotheses suggest that economic segregation affects low-income children's educational attainment, but they provide different

Segregation and Resegregation in North Carolina’s Public School Classrooms

Although many studies have used information at the school level to measure the degree of racial segregation between schools, the absence of more detailed data has limited the analysis of segregation

Does Segregation Still Matter? The Impact of Student Composition on Academic Achievement in High School

The Coleman report, published 12 years after the Brown decision, confirmed that widespread school segregation in the United States created inequality of educational opportunity. This study examines

Integrating Neighborhoods, Segregating Schools: The Retreat from School Desegregation, 1990 - 2000

Author(s): Reardon, Sean; Yun, John T | Abstract: Public school segregation between white and black students in Southern states increased slightly in the 1990s, reversing several decades of stable

The Continuing Significance of Desegregation: School Racial Composition and African American Inclusion in American Society

The observance of the 40th anniversary of the Brown v. Board of Education of Topeka, Kansas (1954) decision provides an occasion for examining the impact of school desegregation on individuals and

Public School Segregation in Metropolitan Areas

This paper presents measures of segregation in public schools for metropolitan areas. It shows that, not only are metropolitan areas very segregated, most of that segregation is due to racial

Parental Preferences and School Competition: Evidence from a Public School Choice Program

This paper uses data from the implementation of a district-wide public school choice plan in Mecklenburg County, North Carolina to estimate preferences for school characteristics and examine their

Black Residential Segregation in the City and Suburbs of Detroit: Does Socioeconomic Status Matter?

According to ecological theory, the socioeconomic status of a minority group is inversely related to the group’s level of residential segregation from the majority group. This article determines

School Desegregation, Academic Attainment, and Earnings

Voluntary and enforced compliance by school districts has reduced the segregation of U.S. public schools. A key question is whether desegregation programs have raised lifetime earnings for blacks,