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The Implications of Digital School Quality Information for Neighborhood and School Segregation: Evidence from a Natural Experiment in Los Angeles. EdWorkingPaper No. 24-1012

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Title: The Implications of Digital School Quality Information for Neighborhood and School Segregation: Evidence from a Natural Experiment in Los Angeles. EdWorkingPaper No. 24-1012
Language: English
Authors: Jared N. Schachner, Ann Owens, Gary D. Painter, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2024.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org
Peer Reviewed: N
Page Count: 93
Publication Date: 2024
Document Type: Reports - Research
Numerical/Quantitative Data
Education Level: Elementary Education
Descriptors: Electronic Learning, Educational Quality, School Segregation, Racial Segregation, Neighborhoods, Educational Experiments, Elementary Schools, Digital Literacy, Access to Information, Regional Characteristics
Geographic Terms: California (Los Angeles)
Abstract: A digital information explosion has transformed cities' residential and educational markets in ways that are still being uncovered. Although urban stratification scholars have increasingly scrutinized whether emerging digital platforms disrupt or reproduce longstanding segregation patterns, direct links between one theoretically important form of digital information--school quality data--and neighborhood and school segregation are rarely drawn. To clarify these dynamics, we leverage an exogenous digital information shock, in which the Los Angeles Times' website revealed measures of a particularly important school quality proxy--schools' value-added effectiveness--for nearly all elementary schools in the Los Angeles Unified School District. Results suggest that although the information shock had no detectable effects on residential sorting or neighborhood racial segregation, it did exert modest effects on school sorting--particularly for Latino and Asian students--albeit not in ways that materially diminished school racial segregation because the racial compositions of high and low value-added schools were broadly similar both before and after the information shock. We conclude that the urban stratification implications of digital information may be more nuanced than often appreciated, with effects shaped by racial heterogeneity in both constraints and preferences vis-à-vis specific types of information and operating through mechanisms beyond residential segregation.
Abstractor: As Provided
Entry Date: 2024
Accession Number: ED660108
Database: ERIC
FullText Text:
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  Data: The Implications of Digital School Quality Information for Neighborhood and School Segregation: Evidence from a Natural Experiment in Los Angeles. EdWorkingPaper No. 24-1012
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  Data: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org
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  Data: A digital information explosion has transformed cities' residential and educational markets in ways that are still being uncovered. Although urban stratification scholars have increasingly scrutinized whether emerging digital platforms disrupt or reproduce longstanding segregation patterns, direct links between one theoretically important form of digital information--school quality data--and neighborhood and school segregation are rarely drawn. To clarify these dynamics, we leverage an exogenous digital information shock, in which the Los Angeles Times' website revealed measures of a particularly important school quality proxy--schools' value-added effectiveness--for nearly all elementary schools in the Los Angeles Unified School District. Results suggest that although the information shock had no detectable effects on residential sorting or neighborhood racial segregation, it did exert modest effects on school sorting--particularly for Latino and Asian students--albeit not in ways that materially diminished school racial segregation because the racial compositions of high and low value-added schools were broadly similar both before and after the information shock. We conclude that the urban stratification implications of digital information may be more nuanced than often appreciated, with effects shaped by racial heterogeneity in both constraints and preferences vis-à-vis specific types of information and operating through mechanisms beyond residential segregation.
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  Data: ED660108
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED660108
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      – Text: English
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        PageCount: 93
    Subjects:
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Educational Quality
        Type: general
      – SubjectFull: School Segregation
        Type: general
      – SubjectFull: Racial Segregation
        Type: general
      – SubjectFull: Neighborhoods
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      – SubjectFull: Educational Experiments
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      – SubjectFull: Elementary Schools
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      – SubjectFull: Digital Literacy
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      – SubjectFull: Access to Information
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      – SubjectFull: Regional Characteristics
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      – SubjectFull: California (Los Angeles)
        Type: general
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      – TitleFull: The Implications of Digital School Quality Information for Neighborhood and School Segregation: Evidence from a Natural Experiment in Los Angeles. EdWorkingPaper No. 24-1012
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