Yancey, William, & Saporito, Salvatore
Racial and Economic Segregation and Educational Outcomes: One Tale-Two Cities
Racial & economic segregation of public schools in Philadelphia and Houston.
Journal Name or Institutional Affiliation:
Applied Behavioral Science Review
Vol. 3, No. 2, pp. 105-125
- Minorities are under represented in magnet schools.
- The abandonment of neighborhood schools to magnet schools is selective (White/rich).
- Magnet schools reduce racial segregation across all schools while creating a racial and economic divide between magnet and neighborhood schools.
- Result is an increased concentration of poor students in racially and economically homogeneous schools.
- Economic characteristics of students are more important than their racial characteristics as determinants of school success.
- Magnet schools have created two important secondary consequences:
- 1) They have created a two-tiered system of schools within these two public school systems.
- 2) Have increased the degree of economic segregation, both between magnet and neighborhood schools and among neighborhood schools.
Academic Achievement, Choice, Magnet Schools, Neighborhood, SES, Segregation
Secondary Survey Data
Method of Analysis:
Philadelphia & Houston elementary/middle schools
Unit of Analysis:
- US Census 1990: number and characteristics of persons by census tracts.
- Annual Report describing school-level characteristics in each city 172 elementary and 45 middle school in Philadelphia 169 elementary and 39 middle school in Houston
- "Pupil Directory Files": information about all students enrolled in public schools.
- Census information linked with school information.
- DV: Average reading achievement of school
- IV: Percent low-income students, percent minority students, student turnover, average daily attendance, presence of magnet program.