Clotfelter, Charles T., Ladd, Helen, & Vigdor, Jacob
School Segregation Under Color-Blind Jurisprudence: The Case of North Carolina
Measure segregation in terms of uneveness in racial enrollment patterns both between schools and within schools.
Journal Name or Institutional Affiliation:
Terry Sanford Institute of Public Policy
Working Papers Series SAN 08-02
- Classroom segregation generally increased between 2000/01 and 2005/06, continuing, albeit at a slightly slower rate, the trend of increases observed over the preceding siz years.
- Segregation increased sharply in Charlotte-Mecklenburg, which introduced a new choice plan in 2002. Over the same period, racial and economic disparities in teacher quality widenened in that district.
- The biggest change in trends of segregation occurred in Charlotte-Mecklenburg, where the index increased sharply, from 0.20 to 0.33. Thus the district's choice plan introduced in 2002 appears to have markedly increased segregation. No other large district or district group experienced a change as dramatic as Charlotte's.
- Charlotte's rise in segregation manifested in a big jump in the proportion of minority students who attended racially isolated, all-or mostly- non-White schools.
- In a world where schools attended by White and middle class students tend to have better resources and more qualified teachers than schools populated by low-income and disadvantaged students, segregation leads directly to resources disparities.
- Now that neighborhood schools appear to be the default basis for student assignment, authors would expect: a) in the long run, heighten the importance of school racial composition in families' choices about where to live. B) tend to lead to more residential segregation if White and middle class parents seek to avoid schools with significant numbers of non-White students, as has been the pattern in the past.
Classroom Composition, Contact Theory , Minorities, SES Composition, Segregation, Teachers, Tracking
Secondary Survey Data
Method of Analysis:
Classrooms containing 1st, 4th, 7th and 10th grade
Unit of Analysis:
- Public K-12 schools of NC.
- Use as our basic indicator of segregation an index that measures unevenness in the racial composition of classrooms and schools.
- Employed detailed enrollment data covering all the public schools in North Carolina including charter schools.
- Uses information collected at the classroom level, which enables to measure segregation within schools as well as between schools.
- Use all students in classrooms containing 1st, 4th, 7th and 10th grades.
- The segregation index used is based on the concept of interracial exposure. It is defined as the percentage gap between the non-White percentage in the district (which is the max exposure rate that could ever be attained- if all schools in the district were exactly balanced racially) and the actual exposure rate of White students to non-White students.