Socioeconomic-Based-School-Assignment-Policy
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Socioeconomic-Based-School-Assignment-Policy
W) Check fw updatesA merican Educational Research Jou mat Month xxxx, Vol. XX, No. X, ///). 1-47 DOI: 103102/0002831219851729 Article reuse guidelines Socioeconomic-Based-School-Assignment-Policys: sa^efmb.coni/joumids-pertnL'isions co 2019 A ERA. htỉỊ)://aerj. aerư. netSocioeconomic-Based School Assignment Policy and Racial Segregation Levels:Evidence From the Wake County Public School SystemDeven CarlsonUniversity of OklahomaElizabeth BellMiam i University Matthew A. Lenard ©Wake Comity P Socioeconomic-Based-School-Assignment-Policyublic School SystemJoshua M. Cowen G /-> z-x A iMichigan state UniversityAndrew McEachin ©RAND CorporationDeven Carlson is a Presidential Research ProSocioeconomic-Based-School-Assignment-Policy
fessor, associate professor of political sei ence, and associate director for education at the National Institute for Risk and Resilience at the UniveW) Check fw updatesA merican Educational Research Jou mat Month xxxx, Vol. XX, No. X, ///). 1-47 DOI: 103102/0002831219851729 Article reuse guidelines Socioeconomic-Based-School-Assignment-Policyson<®ou.edtt. His research analy zes the operations of education policies and explores their effects on Sixial, economic, and political outcomes.Elizabeth Bell is an assistant professor of political science at Miami University. 1 ler research is al the intersection of public policy analysis and publ Socioeconomic-Based-School-Assignment-Policyic management, with a focus on education policy and social equity.MatiiiewA. I.ENARI) is a PhD student at the Harvard Graduate School of Education. HiSocioeconomic-Based-School-Assignment-Policy
s research focuses on the economics of education, teacher labor markets, and program and policy evaluation.Joshua M. Cowen is an associate professor oW) Check fw updatesA merican Educational Research Jou mat Month xxxx, Vol. XX, No. X, ///). 1-47 DOI: 103102/0002831219851729 Article reuse guidelines Socioeconomic-Based-School-Assignment-Policyresearch focuses on teacher quality, student and teacher mobility, program evaluation, and education policy.Andrew McEachik is a policy researcher in the Economics, Statistics, and Sociology Department at the RAND Corporation and a professor at the Pardee RAND Graduate School. His research focuses o Socioeconomic-Based-School-Assignment-Policyn the determinants of persistent achievement gaps, as well as evaluating the effect of popular responses by policymakers and cdu-Carlson et al.In theSocioeconomic-Based-School-Assignment-Policy
wake of political and legal challenges facing race-based integration, districts have turned to socioeconomic integration initiatives in an attempt to W) Check fw updatesA merican Educational Research Jou mat Month xxxx, Vol. XX, No. X, ///). 1-47 DOI: 103102/0002831219851729 Article reuse guidelines Socioeconomic-Based-School-Assignment-Policyrticle, lie leverage the school assignment system that the Wake County Public School System employed throughout the 2000s to provide evidence on this issue. Although our results show that Wake County Public School System's SOCÙeconomic-based assignment policy had negligible effects on average levels Socioeconomic-Based-School-Assignment-Policy of segregation across the district, it substantially reduced racial segregation for students who would have attended majority-minority schools underSocioeconomic-Based-School-Assignment-Policy
a residence-based assignment policy, the policy also exposed these students to peers with different raciaựethnic backgrounds, higher mean achievement W) Check fw updatesA merican Educational Research Jou mat Month xxxx, Vol. XX, No. X, ///). 1-47 DOI: 103102/0002831219851729 Article reuse guidelines Socioeconomic-Based-School-Assignment-Policyeffects and close the article by discussing the implications of our results for research and policy.Keywords: education policy, race/ethnicity. socioeconomic status, school segregationIntroduction’rhe Supreme Court's landmark 1954 ruling in Brown vs. Board of Education set the stage for a long line Socioeconomic-Based-School-Assignment-Policyof formal policy actions designed to integrate schools in the United States. In the decades following the Brown ruling, these efforts focused almost eSocioeconomic-Based-School-Assignment-Policy
xclusively on achieving integration on the basis of race. More recently, and at least partially, in response to political and legal challenges facing W) Check fw updatesA merican Educational Research Jou mat Month xxxx, Vol. XX, No. X, ///). 1-47 DOI: 103102/0002831219851729 Article reuse guidelines Socioeconomic-Based-School-Assignment-PolicyS).1 For example, under rhe Obama administration, rhe U.S. Department of Education (USED) explored rhe prospect of adding socioeconomic integration to the list of approved school turnaround strategies under the federal School Improvement Grant program. Similarly, USED identified programs promoring s Socioeconomic-Based-School-Assignment-Policyocioeconomic integration as one of five major funding priorities in rhe Investing in Innovation 03) grant program. Many of these efforts to promote soSocioeconomic-Based-School-Assignment-Policy
cioeconomic integration implicitly assume that they will produce greater levels of racial and ethnic integration and, more generally, will significantW) Check fw updatesA merican Educational Research Jou mat Month xxxx, Vol. XX, No. X, ///). 1-47 DOI: 103102/0002831219851729 Article reuse guidelines Socioeconomic-Based-School-Assignment-Policye of the unique socioeconomic-based school assignment system that rhe Wake County Public School System (WCPSS) employed throughout rhe 2000s to provide evidence on rheSchool Assignment Policy and Racial Segregation Levels relationship between socioeconomic integration efforts and racial and ethnic s Socioeconomic-Based-School-Assignment-Policyegregation levels. In particular, we draw on annual student-level data indicating the school that each student in WCPSS would attend under both the soSocioeconomic-Based-School-Assignment-Policy
cioeconomic integration polity and a pure residence-based assignment system to calculate racial and ethnic segregation levels under each scenario. We W) Check fw updatesA merican Educational Research Jou mat Month xxxx, Vol. XX, No. X, ///). 1-47 DOI: 103102/0002831219851729 Article reuse guidelines Socioeconomic-Based-School-Assignment-Policynalysis for all students in WCPSS, as well as for rhe subgroup of students who would have attended majority-minority schools under a residence-based school assignment policy. For this subgroup, we not only examine rhe extent ro which rhe integration policy altered rhe racial and ethnic segregation l Socioeconomic-Based-School-Assignment-Policyevels they face, bur also how it shaped their broader schooling context.Our results show that, relative to a pure residence-based school assignment sySocioeconomic-Based-School-Assignment-Policy
stem, there were no meaningful differences in overall racial/cthnic segregation levels in WCPSS under rhe socioeconomic integration policy. However, tW) Check fw updatesA merican Educational Research Jou mat Month xxxx, Vol. XX, No. X, ///). 1-47 DOI: 103102/0002831219851729 Article reuse guidelines Socioeconomic-Based-School-Assignment-Policyignment policy—we refer to the school a student would have attended under residence-based assignment as their neighborhood school. For this group of students, the average Black student would have attended a neighborh(X)d school that was 14% white under a pure residence-based assignment system. Howev Socioeconomic-Based-School-Assignment-Policyer, the socioeconomic-lxtsed assignment policy resulted in the average Black student attending a school that was 38% White—an increase of more than 20Socioeconomic-Based-School-Assignment-Policy
percentage points. We further show that, for students who would have attended majority-minority schools under residence-based assignment, the socioecW) Check fw updatesA merican Educational Research Jou mat Month xxxx, Vol. XX, No. X, ///). 1-47 DOI: 103102/0002831219851729 Article reuse guidelines Socioeconomic-Based-School-Assignment-Policyhood backgrounds of their peers. Considered together, our analyses provide valuable empirical evidence on the operations and effects of socioeconomic integration policies.We proceed by briefly describing major racial integration efforts that transpired in rhe decades following rhe Supreme Court deci Socioeconomic-Based-School-Assignment-Policysion in Brown vs. Board of Education and summarizing the relevant scholarly work analyzing these efforts. We then detail the challenges that race-baseSocioeconomic-Based-School-Assignment-Policy
d integration policies have faced in recent years, which have contributed ro rhe shift in policy emphasis ro socioeconomic-based integration strategieW) Check fw updatesA merican Educational Research Jou mat Month xxxx, Vol. XX, No. X, ///). 1-47 DOI: 103102/0002831219851729 Article reuse guidelines Socioeconomic-Based-School-Assignment-Policyg this contextual information, we move on to describing rhe data that underlie our analyses, as well as our approach to comparing racial/cthnic segregation under the socioeconomic school assignment policy with the same outcomes under a residential-based assignment system. Finally, we present rhe res Socioeconomic-Based-School-Assignment-PolicyultsCarlson et al.of our analyses and close the article by discussing the implications of the findings for research and both current and future integrSocioeconomic-Based-School-Assignment-Policy
ation efforts.Race, Socioeconomic Status, and School Integrationrhe U.S. Supreme Court’s 1954 decision in Brown vs. Board of Education was intended toW) Check fw updatesA merican Educational Research Jou mat Month xxxx, Vol. XX, No. X, ///). 1-47 DOI: 103102/0002831219851729 Article reuse guidelines Socioeconomic-Based-School-Assignment-Policyenforcement of the court order ultimately produced substantial declines in racial segregation—particularly in the South—throughout the late-1960s, 1970s, and into the 1980s (Coleman. Kelly, & Moore, 1975; Johnson, 2011; Welch & Light, 1987; see Reardon & Owens, 2014 for a review). Segregation trends Socioeconomic-Based-School-Assignment-Policy since that time are more nuanced—measures of exposure often show increasing levels of segregation across the United States (Frankenbcrg & Lee, 2002;Socioeconomic-Based-School-Assignment-Policy
Orfield & Lee, 2007), while measures of unevenness have typically found segregation levels to lx* stable, or even declining (FieL 2013; Stroub & RichaGọi ngay
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