50 Years after Brown: Segregation in the Miami-Dade County Public Schools
Florida International University
Example of a segregated metropolitan region that produced a segregated school system & defied multiple efforts at significant school desegregation.
Journal Name or Institutional Affiliation:
Equity and Excellence in Education
Vol. 37, No. 3, pp. 289-301
- A high degree of racial (Black) residential and school segregation and a moderate degree of ethnic (Hispanic) residential and school segregation characterize Miami-Dade County.
- Improving minority students academic performance must focus on the problems and issues that characterize minority communities and schools.
- Magnet schools, while they have created quality education programs, have not been successful in substantially reducing the degree of segregation throughout the district.
- White Hispanics, unlike mixed-race and Black Hispanics, experience decreasing levels of residential segregation that characterize black Hispanics and blacks in Miami-Dade County.
- Despite numerous efforts aimed at desegregation, residential segregation - the primary barrier to significant school desegregation- remains entrenched throughout the US.
Journal Article Empirical Research
Busing, Desegregation, Hispanics, Latinos, Magnet Schools, Residential Segregation, Segregation
Literature Review, Secondary Data
Method of Analysis:
Unit of Analysis:
- Used information from the Miami-Dade County Public Schools, District and School Profiles of 2000 which provides statistical information on school, student, and staff characteristics, information on educational programs, and a summary of academic achievement as measured by a variety of state and district assessment programs.
- Calculated dissimilarity index to measure the degree of ethnic/racial segregation in Miami Dade Public Schools
- Previous Research that include Myrdal (1994), Murray (1984), Massey & Denton (1993), Orfield (1986), Dunn (1997), Nazareno (2000), Weinberg (1975), Nusheck (1989), etc.