View in EDS

Charters as a Driver of Resegregation

Saved in:
Bibliographic Details
Title: Charters as a Driver of Resegregation
Language: English
Authors: Ayscue, Jenn, Nelson, Amy Hawn, Mickelson, Roslyn Arlin, Giersch, Jason, Bottia, Martha Cecilia, Civil Rights Project / Proyecto Derechos Civiles, Center for Civil Rights Remedies (CCRR), University of North Carolina at Charlotte
Source: Civil Rights Project - Proyecto Derechos Civiles. 2018.
Availability: Civil Rights Project / Proyecto Derechos Civiles. 8370 Math Sciences, P.O. Box 951521, Los Angeles, CA 90095-1521. Tel: 310-267-5562; Fax: 310-206-6293; e-mail: crp@ucla.edu; Web site: http://www.civilrightsproject.ucla.edu
Peer Reviewed: N
Page Count: 18
Publication Date: 2018
Document Type: Reports - Evaluative
Descriptors: Charter Schools, School Resegregation, School Choice, Public Schools, Case Studies, School Districts, Poverty, Migration, Whites, Suburbs, Middle Class, Educational Policy, Politics of Education, Educational Trends
Geographic Terms: North Carolina (Charlotte)
Abstract: Expanding school choice through charter schools is among the top education priorities of the current federal administration as well as many state legislatures. Amid this push to expand the charter sector, it is essential to understand how charter schools affect students who attend them, as well as the ways charter schools impact traditional public schools in their communities. Building upon existing research that finds charter schools tend to be more segregated than traditional public schools, this report describes how charter schools also contribute to resegregation in traditional public schools. The authors explore the direct and indirect ways in which this occurs through a case study of Charlotte-Mecklenburg Schools (CMS) in North Carolina. In 2016, CMS was considered the most racially segregated large school system in North Carolina. Consistent with national trends, charter schools are more segregated than traditional public schools in CMS. Moreover, while national discourse presents charter schools as an alternative to underperforming schools of poverty, in the Charlotte region, the majority of charter schools are located in suburban areas and serve primarily academically proficient, middle-class students who are largely white or Asian. This report illustrates how charter schools undermined the capacities of CMS leaders to effectively redesign student assignment boundaries to achieve the district's goal of breaking up high concentrations of poverty. Two central findings emerge in the report: (1) the departure of some middle-class, academically proficient students who are white or Asian from traditional public schools for charters directly made the task of socioeconomic and racial desegregation mechanically more difficult because their departure to the charters leaves fewer middle class white and Asian students in the traditional school, thereby contributing to more segregated schools in both sectors; and (2) the proliferation of charters in Mecklenburg County was the reason for the political activism of suburban parents who threatened a middle-class exodus from CMS to the charter sector if new assignment boundaries did not honor their current neighborhood school assignments. These threats indirectly undermined policy actors' initial willingness to reassign boundaries to curb socioeconomic segregation.
Abstractor: ERIC
Entry Date: 2018
Accession Number: ED580846
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED580846
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED580846
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Charters as a Driver of Resegregation
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ayscue%2C+Jenn%22">Ayscue, Jenn</searchLink><br /><searchLink fieldCode="AR" term="%22Nelson%2C+Amy+Hawn%22">Nelson, Amy Hawn</searchLink><br /><searchLink fieldCode="AR" term="%22Mickelson%2C+Roslyn+Arlin%22">Mickelson, Roslyn Arlin</searchLink><br /><searchLink fieldCode="AR" term="%22Giersch%2C+Jason%22">Giersch, Jason</searchLink><br /><searchLink fieldCode="AR" term="%22Bottia%2C+Martha+Cecilia%22">Bottia, Martha Cecilia</searchLink><br /><searchLink fieldCode="AR" term="%22Civil+Rights+Project+%2F+Proyecto+Derechos+Civiles%2C+Center+for+Civil+Rights+Remedies+%28CCRR%29%22">Civil Rights Project / Proyecto Derechos Civiles, Center for Civil Rights Remedies (CCRR)</searchLink><br /><searchLink fieldCode="AR" term="%22University+of+North+Carolina+at+Charlotte%22">University of North Carolina at Charlotte</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Civil+Rights+Project+-+Proyecto+Derechos+Civiles%22"><i>Civil Rights Project - Proyecto Derechos Civiles</i></searchLink>. 2018.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Civil Rights Project / Proyecto Derechos Civiles. 8370 Math Sciences, P.O. Box 951521, Los Angeles, CA 90095-1521. Tel: 310-267-5562; Fax: 310-206-6293; e-mail: crp@ucla.edu; Web site: http://www.civilrightsproject.ucla.edu
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2018
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Evaluative
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Charter+Schools%22">Charter Schools</searchLink><br /><searchLink fieldCode="DE" term="%22School+Resegregation%22">School Resegregation</searchLink><br /><searchLink fieldCode="DE" term="%22School+Choice%22">School Choice</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Poverty%22">Poverty</searchLink><br /><searchLink fieldCode="DE" term="%22Migration%22">Migration</searchLink><br /><searchLink fieldCode="DE" term="%22Whites%22">Whites</searchLink><br /><searchLink fieldCode="DE" term="%22Suburbs%22">Suburbs</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+Class%22">Middle Class</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Politics+of+Education%22">Politics of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Trends%22">Educational Trends</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22North+Carolina+%28Charlotte%29%22">North Carolina (Charlotte)</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Expanding school choice through charter schools is among the top education priorities of the current federal administration as well as many state legislatures. Amid this push to expand the charter sector, it is essential to understand how charter schools affect students who attend them, as well as the ways charter schools impact traditional public schools in their communities. Building upon existing research that finds charter schools tend to be more segregated than traditional public schools, this report describes how charter schools also contribute to resegregation in traditional public schools. The authors explore the direct and indirect ways in which this occurs through a case study of Charlotte-Mecklenburg Schools (CMS) in North Carolina. In 2016, CMS was considered the most racially segregated large school system in North Carolina. Consistent with national trends, charter schools are more segregated than traditional public schools in CMS. Moreover, while national discourse presents charter schools as an alternative to underperforming schools of poverty, in the Charlotte region, the majority of charter schools are located in suburban areas and serve primarily academically proficient, middle-class students who are largely white or Asian. This report illustrates how charter schools undermined the capacities of CMS leaders to effectively redesign student assignment boundaries to achieve the district's goal of breaking up high concentrations of poverty. Two central findings emerge in the report: (1) the departure of some middle-class, academically proficient students who are white or Asian from traditional public schools for charters directly made the task of socioeconomic and racial desegregation mechanically more difficult because their departure to the charters leaves fewer middle class white and Asian students in the traditional school, thereby contributing to more segregated schools in both sectors; and (2) the proliferation of charters in Mecklenburg County was the reason for the political activism of suburban parents who threatened a middle-class exodus from CMS to the charter sector if new assignment boundaries did not honor their current neighborhood school assignments. These threats indirectly undermined policy actors' initial willingness to reassign boundaries to curb socioeconomic segregation.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: ERIC
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2018
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED580846
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED580846
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
    Subjects:
      – SubjectFull: Charter Schools
        Type: general
      – SubjectFull: School Resegregation
        Type: general
      – SubjectFull: School Choice
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Case Studies
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Poverty
        Type: general
      – SubjectFull: Migration
        Type: general
      – SubjectFull: Whites
        Type: general
      – SubjectFull: Suburbs
        Type: general
      – SubjectFull: Middle Class
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Politics of Education
        Type: general
      – SubjectFull: Educational Trends
        Type: general
      – SubjectFull: North Carolina (Charlotte)
        Type: general
    Titles:
      – TitleFull: Charters as a Driver of Resegregation
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Civil Rights Project / Proyecto Derechos Civiles, Center for Civil Rights Remedies (CCRR)
      – PersonEntity:
          Name:
            NameFull: University of North Carolina at Charlotte
      – PersonEntity:
          Name:
            NameFull: Ayscue, Jenn
      – PersonEntity:
          Name:
            NameFull: Nelson, Amy Hawn
      – PersonEntity:
          Name:
            NameFull: Mickelson, Roslyn Arlin
      – PersonEntity:
          Name:
            NameFull: Giersch, Jason
      – PersonEntity:
          Name:
            NameFull: Bottia, Martha Cecilia
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2018
          Titles:
            – TitleFull: Civil Rights Project - Proyecto Derechos Civiles
              Type: main
ResultId 1