Clotfelter, Charles T., Ladd, Helen, & Vigdor, Jacob
Segregation and Resegregation in North Carolina's Public School Classrooms
School segregation within the districts and counties in the state of NC.
Journal Name or Institutional Affiliation:
North Carolina Law Review
Vol. 81, pp. 1463-1511
- Measured segregation differed significantly across the state, both between and within.
- Within- school segregation was relatively unimportant in elementary grades but represented a large share of total segregation in grades 7 and 10.
- Segregation of both types tended to be highest in districts whose shares of non-Whites were between 50%-70%.
- Segregation in schools was less pronounced than residential segregation.
- Segregation between Whites and Hispanics was less than that between Whites and Blacks.
- School segregation, both between and within schools, increased over the period 1994/95 and 2000/01.
Journal Article Empirical Research
Contact Theory , Diversity, English, Language, Racial Composition, Resegregation, Segregation, Tracking
Secondary Survey Data
Method of Analysis:
GIS (Geographic Information System)
Unit of Analysis:
- Administrative data from NC Department of Public Instruction on student and teacher. Information on the racial composition of each "activity" throughout the school week. To measure interracial contact at different grade levels, they made calculations at the 1st, 4th, 7th and 10th grades.
- Made calculations at the 1st, 4th, 7th and 10th grades. In middle schools and high schools focused on classes in English, or language arts.
- Years 1994/95 & 2000/01
- Decompose a district's segregation into 2 pieces: that which is attributable to between-school segregation in the district and that which is attributable to within-school segregation in the district.
- DV: Within-school segregation (measured as interracial contact during academic instruction time)
- IV: School district, residential segregation