The Association of Neighborhood Schools Assignment Plan with Economic, Racial, and Academic Outcomes in One North Carolina District
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| Title: | The Association of Neighborhood Schools Assignment Plan with Economic, Racial, and Academic Outcomes in One North Carolina District |
|---|---|
| Language: | English |
| Authors: | Theodore Kaniuka |
| Source: | Journal of Research Initiatives. 2023 7(3). |
| Availability: | Fayetteville State University, College of Education. 1200 Murchison Road, Fayetteville, NC 28301. Tel: 910-672-1634; Web site: https://digitalcommons.uncfsu.edu/jri/ |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | School Districts, School District Reorganization, School Resegregation, Racial Segregation, School Demography, Reading Achievement, Desegregation Litigation, School Desegregation, Federal Legislation, Civil Rights Legislation, Socioeconomic Status, Race, Economically Disadvantaged |
| Geographic Terms: | North Carolina |
| Laws, Policies and Program Identifiers: | Brown v Board of Education, Civil Rights Act 1964 |
| ISSN: | 2168-9083 |
| Abstract: | When unified status was granted to numerous school districts, school boards developed redistricting plans to implement neighborhood schools. Social justice advocates decried these plans as they reversed over 40 years of progress, as many of these efforts resulted in resegregating schools homogenously grouped by race and wealth. Using piecewise and Difference in Difference regression with publicly facing data, this study assessed the association between neighborhood school attendance plans, school racial and economic balance, and student reading achievement. The results indicate that in one North Carolina school district over 15 years, (a) schools became more racially segregated, and (b) the achievement of students attending racial homogenous schools had lower academic performance. Policy and societal implications are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1463535 |
| Database: | ERIC |
| Abstract: | When unified status was granted to numerous school districts, school boards developed redistricting plans to implement neighborhood schools. Social justice advocates decried these plans as they reversed over 40 years of progress, as many of these efforts resulted in resegregating schools homogenously grouped by race and wealth. Using piecewise and Difference in Difference regression with publicly facing data, this study assessed the association between neighborhood school attendance plans, school racial and economic balance, and student reading achievement. The results indicate that in one North Carolina school district over 15 years, (a) schools became more racially segregated, and (b) the achievement of students attending racial homogenous schools had lower academic performance. Policy and societal implications are discussed. |
|---|---|
| ISSN: | 2168-9083 |
