Racial Segregation and Educational Outcomes in Metropolitan Boston
Examines segregation, demographic change, and educational attainment in the Boston metropolitan area during 1990s.
Journal Name or Institutional Affiliation:
The Civil Rights Project- Harvard University
- The study shows that school segregation and inequality persist.
- Boston metro area is marked by two major trends: suburbanization and the non-White population growth.
- There is unequal racial distribution across the metro area. Whites are disproportionately concentrated in the suburbs, Blacks are concentrated in the city, and Latinos are concentrated in a few cities. Asians are more evenly distributed.
- Students in metro Boston are most segregated in regions where they are highly concentrated. The segregation is by race, ethnicity and increasingly, by language.
- Poverty and race are highly correlated.
- High segregation in Boston is linked strongly to the proportion of credentialed teachers, social and economic differences, and to differences in schooling outcomes such as standardized test scores and graduation rates.
- High poverty/high minority schools have fewer certified teachers.
- Segregated minority schools are less academically successful as measured by state mandated tests.
- High segregated minority/high poverty schools have a 61% passing rate on the English portion of the MCAS, compared to a 96% passing rate in low minority/low poverty schools.
- Less than half of the students at high minority/high poverty schools finish high school on time, compared to more than 3/4 of the students in low minority/low poverty schools.
- Segregation is more a metropolitan issue than an urban issue.
Academic Achievement, Asians, Dropouts, English Language Learners, Latinos, Resegregation, Residential Segregation, Segregation
Secondary Survey Data
Method of Analysis:
Boston Metropolitan Area
Unit of Analysis:
School District, Student
- The data are taken from the National Center for Educational Statistics (NCES). The data show the composition of public schools in the Boston metropolitan area from 1989-2001 and the distribution of students across areas of the city for each racial group.
- The study examines the relationship among poverty, race, and school quality as measured by percent of teachers who are certified, on-time passing rates, drop out rates, and MCAS (Massachusetts Comprehensive Assessment System) results.
- DV: School quality, academic achievement, graduation rates
- IV: Segregation, race, poverty