Freeman, Catherine, Scafidi, Benjamin, & Sjoquist, David
Racial Segregation in Georgia Public Schools 1994-2001: Trends, Causes and Impact on Teacher Quality
U.S. Department of Education.
Racial Segregation in GA Public Schools.
Journal Name or Institutional Affiliation:
Fiscal Research Program
FRP Report No. TU, December
- In the last 20th century experienced a slight trend toward increased Black-White segregation across schools.
- Segregation between school districts is the source of segregation between schools.
- White teachers are more likely to leave schools that serve a higher proportion of Black students, and these turnover rates increased dramatically over the late 1990s.
- Schools with higher percentage of Black students have lower quality resources (teachers).
- Results suggest that school segregation within districts more closely matched residential segregation in 2000 than in 1995.
- By 2000-01 students in predominantly Black schools had about 2 percentage points fewer certified teachers than students in schools in the other categories.
- White teachers are much more likely to leave schools that serve higher proportions of Black students, while there is no clear pattern for Black teachers.
Faculty, Integration, Racial Composition, Residential Segregation, Segregation, Teachers
Secondary Survey Data
Method of Analysis:
Unit of Analysis:
School, School District
- Georgia Department of Education (GADOE) provided information on each public school in Georgia of score of standardized test, poverty, etc.
- Georgia Professional Standards Commissions (GAPSC) --> information of teachers characteristics
- 1994-95 to 2000-01
- Index of dissimilarity by region, year, etc.
- DV: Teacher characteristics (certification status, educational attainment, race, sex, age), teacher turnover
- IV: School characteristics (standardized test scores, racial composition measured as percent Black), percent eligible for free or reduced-price lunch)