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DesegregationSelected Research & Readings (Additional Resources)
 
  DESEGREGATION
 
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Selected Research & Readings
 




Lost Learning, Forgotten Promises: A National Analysis of School Racial Segregation, Student Achievement, and “Controlled Choice” Plans - This report considers the educational consequences of the considerable racial segregation that remains in schools today and the potential of controlled choice to address them. Using test score information required by NCLB, the study analyzes the effects of segregation in more than 22,000 schools across the country that enroll more than 18 million students. The new information is used to address two basic questions: First, do minority students learn more in integrated schools? Second, would racial integration improve the equity of learning outcomes in general and in the Louisville and Seattle districts that are the subjects of the Court case? (Douglas N. Harris, Center for American Progress, November 2006) ...

Who Graduates in the South? Minority Students Lag Behind, Effects of Segregation Persist - Graduation rates for the class of 2002 show that less than 65% of students attending public schools in the South complete high school with a regular diploma. Additionally, although graduation rates have improved for all major racial or ethnic groups in recent years, a 27% gap exists between the highest- and lowest-performing groups. This brief discusses which groups in the South are most segregated, the link between segregation and graduation and examines data for the region as a whole in addition to statistics for selected states and districts. (Christopher B. Swanson, The Urban Institute, May 2005)...

Segregation in Neighborhoods and Schools: Impacts on Minority Children in the Boston Region - This report examines 1990 and 2000 federal census and other data to identify the residential patterns of the under-18 population in the seven-county area around Boston. Findings consider the neighborhood segregation of black and Hispanic children in 2000, segregation in elementary schools, and are disaggregated for the city of Boston, other cities, suburbs and the regional total. The researchers likewise propose policy implications for these data. According to the report, “black and Hispanic children are highly segregated in the neighborhoods where they live. They also live in unequal neighborhoods, as measured by neighborhoods’ income levels, poverty rate, unemployment, homeownership and other indicators.” (John R. Logan, Deirdre Oakley and Jacob Stowell, Lewis Mumford Center for Comparative Urban and Regional Research, University at Albany, September 2003)...


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