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Review of 'Segregation, Race, and Charter Schools: What Do We Know?'

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Title: Review of 'Segregation, Race, and Charter Schools: What Do We Know?'
Language: English
Authors: Frankenberg, Erica, University of Colorado at Boulder, National Education Policy Center
Source: National Education Policy Center. 2016.
Availability: National Education Policy Center. School of Education 249 UCB University of Colorado, Boulder, CO 80309. Tel: 303-735-5290; e-mail: nepc@colorado.edu; Web site: http://nepc.colorado.edu
Peer Reviewed: Y
Page Count: 13
Publication Date: 2016
Sponsoring Agency: Great Lakes Center for Education Research and Practice
Document Type: Reports - Evaluative
Opinion Papers
Education Level: Elementary Secondary Education
Descriptors: Charter Schools, Racial Segregation, Racial Bias, Equal Education, Academic Achievement, Minority Group Students, Low Income Groups, Urban Schools, Educational History, Civil Rights Legislation, School Policy, Court Litigation, School Districts, Measurement Techniques, Enrollment, Racial Composition, Educational Quality, Elementary Secondary Education, Longitudinal Studies, School Choice
Abstract: Noting the nation's renewed attention to remedying school segregation, "Segregation, Race, and Charter Schools" presents evidence about the extent of school segregation and its relationship with improving student achievement for students of color. The report argues that school segregation has remained flat for decades and also argues that the nation would be wise to instead attend to improving the quality of schools that students of color and low-income students attend. It points to some urban charter schools as exemplars of this latter approach. However, this review finds that the report omits significant research directly related to the topic and includes other studies that are less relevant. Moreover, the report draws questionable conclusions from studies that are included--conclusions that are not reflective of the research consensus. The report's selective interpretation of existing research leads to two erroneous conclusions about improving educational outcomes for students of color: (1) that focusing on school integration is relatively unimportant; and (2) that attending to school quality via school choice, rather than addressing the complex array of policies to combat racial segregation, should instead be pursued. In fact, because most forms of school choice further segregation, the report's recommendation will likely only further segregation and inequality for students. A list of notes and references is included. [For "Segregation, Race, and Charter Schools: What Do We Know?," see ED582925.]
Abstractor: As Provided
Entry Date: 2018
Accession Number: ED583003
Database: ERIC
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  Data: Review of 'Segregation, Race, and Charter Schools: What Do We Know?'
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  Data: National Education Policy Center. School of Education 249 UCB University of Colorado, Boulder, CO 80309. Tel: 303-735-5290; e-mail: nepc@colorado.edu; Web site: http://nepc.colorado.edu
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  Data: Noting the nation's renewed attention to remedying school segregation, "Segregation, Race, and Charter Schools" presents evidence about the extent of school segregation and its relationship with improving student achievement for students of color. The report argues that school segregation has remained flat for decades and also argues that the nation would be wise to instead attend to improving the quality of schools that students of color and low-income students attend. It points to some urban charter schools as exemplars of this latter approach. However, this review finds that the report omits significant research directly related to the topic and includes other studies that are less relevant. Moreover, the report draws questionable conclusions from studies that are included--conclusions that are not reflective of the research consensus. The report's selective interpretation of existing research leads to two erroneous conclusions about improving educational outcomes for students of color: (1) that focusing on school integration is relatively unimportant; and (2) that attending to school quality via school choice, rather than addressing the complex array of policies to combat racial segregation, should instead be pursued. In fact, because most forms of school choice further segregation, the report's recommendation will likely only further segregation and inequality for students. A list of notes and references is included. [For "Segregation, Race, and Charter Schools: What Do We Know?," see ED582925.]
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  Data: ED583003
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
    Subjects:
      – SubjectFull: Charter Schools
        Type: general
      – SubjectFull: Racial Segregation
        Type: general
      – SubjectFull: Racial Bias
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Low Income Groups
        Type: general
      – SubjectFull: Urban Schools
        Type: general
      – SubjectFull: Educational History
        Type: general
      – SubjectFull: Civil Rights Legislation
        Type: general
      – SubjectFull: School Policy
        Type: general
      – SubjectFull: Court Litigation
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Measurement Techniques
        Type: general
      – SubjectFull: Enrollment
        Type: general
      – SubjectFull: Racial Composition
        Type: general
      – SubjectFull: Educational Quality
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: School Choice
        Type: general
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      – TitleFull: Review of 'Segregation, Race, and Charter Schools: What Do We Know?'
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