Goldring, Ellen, Cohen-Vogel, Lora, & Smrekar, Claire
Schooling Closer to Home: Desegregation Policy and Neighborhood Contexts
Vanderbilt University; Florida State University
Analyze the implications of schooling closer to home by analyzing neighborhood contexts.
Journal Name or Institutional Affiliation:
American Journal of Education
Vol. 112, No. 3, pp. 335-362
- Racially isolated Black schools have the lowest ratio of Black teachers to their surrounding communities, 35%, while predominantly White schools seem to mirror their community's racial make-up.
- Racially isolated Black schools are all situated in school zones that have a high number of liabilities and a low number of institutional assets.
- Geographic proximity does not necessarily translate into structurally supportive community context for children, and Black children are much more likely to be reassigned to schools in high risk neighborhoods across town, busing is eliminated.
- Minority students are isolated in high-risk communities with limited financial and human capital, few key institutional assets and high liabilities in terms of crime.
Journal Article Empirical Research
Communities, Human Capital, Neighborhood, SES, Social Capital
Secondary Survey Data
Method of Analysis:
GIS (Geographic Information System)
metropolitan Nashville Public School District
Unit of Analysis:
Geographical Area, School, Student
- Census Data at block level, information collected by Health and Police Departments.
- All elementary and middle schools in Metropolitan Nashville public schools (target population).
- Selected purposive sample of schools that reflects many of the changes planned for the 1999-2000 school year. Selected clusters that had representation of all, or most, of the changes.
- 8 schools in Nashville. Cluster I
- 17 schools in Nashville. Cluster II
- Final sample 20 schools and neighborhood schools.
- Examined student socioeconomic status and teacher race among racially isolated Black, predominantly Black, racially mixed, and predominantly White schools.
- Includes measures of community demographics (family structure, income and education levels, occupation, and employment of neighborhood residents), community liabilities (inventory of problems that are situated in a community including teen pregnancy, crime, and drug abuse), and community assets (inventory of organizations and services accessible to neighborhood residents, including libraries, social service agencies, community and child care centers, and religious institutions.
- DV: Community liabilities and assets
- IV: Racial isolation and composition of schools of schools