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

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Title: Student Assignment Policies and Racial and Income Segregation of Schools, School Attendance Zones, and Neighborhoods
Language: English
Authors: Taylor, Kendra (ORCID 0000-0002-3426-1458), Frankenberg, Erica
Source: Educational Administration Quarterly. Dec 2021 57(5):747-775.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 29
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Student Placement, School Segregation, Racial Segregation, School Districts, Social Discrimination, Residential Patterns, Socioeconomic Status, Neighborhoods, Board of Education Policy, Student Diversity, Elementary Schools, Elementary School Students
Geographic Terms: Kentucky, North Carolina
DOI: 10.1177/0013161X211024720
ISSN: 0013-161X
Abstract: Purpose: This article examines the relationship between educational and residential segregation in three school districts with differing approaches to student assignment. Racial and income segregation within school districts is often only examined at the school level, even as school patterns are often related to residential and attendance zone segregation depending on integration policies aimed at decoupling these relationships. Research Method/Approach: Using an innovative data set, the School Attendance Boundary Survey, along with Census and Common Core of Data data, this analysis examines racial and income segregation at the neighborhood, school zone, and school levels in three districts with varied student assignment policies to explore the relationship between districts' diversity policies and school, attendance zone, and residential segregation. Findings: We find that, despite high residential segregation, educational segregation varies in these three districts. In the two districts that sought to increase diversity in their student assignment policies, educational segregation was lower than in the third district that did not consider diversity, despite similar levels of residential segregation. The findings suggest that district leaders' use of diversity-focused student assignment policies may be one way to disrupt the link between residential and school segregation. Conclusions: Understanding the segregation of educational boundaries within school districts, and the relationship between school zone segregation and segregation at other geographic scales, offers insights into how district leaders could utilize student assignment policies to reduce racial and income segregation.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1320495
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Student Assignment Policies and Racial and Income Segregation of Schools, School Attendance Zones, and Neighborhoods
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  Data: <searchLink fieldCode="AR" term="%22Taylor%2C+Kendra%22">Taylor, Kendra</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3426-1458">0000-0002-3426-1458</externalLink>)<br /><searchLink fieldCode="AR" term="%22Frankenberg%2C+Erica%22">Frankenberg, Erica</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Administration+Quarterly%22"><i>Educational Administration Quarterly</i></searchLink>. Dec 2021 57(5):747-775.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: Y
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  Data: 29
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Student+Placement%22">Student Placement</searchLink><br /><searchLink fieldCode="DE" term="%22School+Segregation%22">School Segregation</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Segregation%22">Racial Segregation</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Discrimination%22">Social Discrimination</searchLink><br /><searchLink fieldCode="DE" term="%22Residential+Patterns%22">Residential Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Neighborhoods%22">Neighborhoods</searchLink><br /><searchLink fieldCode="DE" term="%22Board+of+Education+Policy%22">Board of Education Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Schools%22">Elementary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Kentucky%22">Kentucky</searchLink><br /><searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink>
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  Data: 10.1177/0013161X211024720
– Name: ISSN
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  Data: 0013-161X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This article examines the relationship between educational and residential segregation in three school districts with differing approaches to student assignment. Racial and income segregation within school districts is often only examined at the school level, even as school patterns are often related to residential and attendance zone segregation depending on integration policies aimed at decoupling these relationships. Research Method/Approach: Using an innovative data set, the School Attendance Boundary Survey, along with Census and Common Core of Data data, this analysis examines racial and income segregation at the neighborhood, school zone, and school levels in three districts with varied student assignment policies to explore the relationship between districts' diversity policies and school, attendance zone, and residential segregation. Findings: We find that, despite high residential segregation, educational segregation varies in these three districts. In the two districts that sought to increase diversity in their student assignment policies, educational segregation was lower than in the third district that did not consider diversity, despite similar levels of residential segregation. The findings suggest that district leaders' use of diversity-focused student assignment policies may be one way to disrupt the link between residential and school segregation. Conclusions: Understanding the segregation of educational boundaries within school districts, and the relationship between school zone segregation and segregation at other geographic scales, offers insights into how district leaders could utilize student assignment policies to reduce racial and income segregation.
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  Data: 2022
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  Data: EJ1320495
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      – Type: doi
        Value: 10.1177/0013161X211024720
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      – Text: English
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        StartPage: 747
    Subjects:
      – SubjectFull: Student Placement
        Type: general
      – SubjectFull: School Segregation
        Type: general
      – SubjectFull: Racial Segregation
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Social Discrimination
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      – SubjectFull: Residential Patterns
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      – SubjectFull: Socioeconomic Status
        Type: general
      – SubjectFull: Neighborhoods
        Type: general
      – SubjectFull: Board of Education Policy
        Type: general
      – SubjectFull: Student Diversity
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      – SubjectFull: Elementary Schools
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Kentucky
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      – SubjectFull: North Carolina
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      – TitleFull: Student Assignment Policies and Racial and Income Segregation of Schools, School Attendance Zones, and Neighborhoods
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