Can Class-Based Substitute for Race-Based Student Assignment Plans? Evidence From Wake County, North Carolina

被引：5

作者：

McMillian, M. Monique ^{[1
]}

Fuller, Sarah ^{[2
]}

Hill, Zoelene ^{[3
]}

Duch, Kate ^{[4
]}

Darity, William A., Jr. ^{[5
,6
]}

机构：

[1] Morgan State Univ, 1700 East Cold Spring Lane, Baltimore, MD 21251 USA

[2] Univ N Carolina, Chapel Hill, NC 27515 USA

[3] Duke Univ, Sanford Sch Publ Policy, Durham, NC 27706 USA

[4] Duke Univ, Durham, NC 27706 USA

[5] Duke Univ, Publ Policy African & African Amer Studies, Durham, NC 27706 USA

[6] Duke Univ, Samuel DuBois Cook Ctr Social Equ, Durham, NC 27706 USA

来源：

URBAN EDUCATION | 2018年 / 53卷 / 07期

关键词：

desegregation; social; achievement gap; African American students; urban education; PUBLIC-SCHOOLS; ACHIEVEMENT; SEGREGATION; EDUCATION;

D O I：

10.1177/0042085915613554

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study uses a North Carolina administrative data set to analyze racial segregation and student achievement in Wake County during race-based and income-based school assignment plans. We find a modest increase in the level of racial segregation in Wake schools during the income-based plan, but compared with other large districts in the state, Wake County remained relatively desegregated. We also find a small increase in reading and math test scores and a narrowing of the Black-White test score gap. Our analysis indicates that the improvement in math scores may be partially due to school composition changes attributable to the income-based assignment plan.

引用

页码：843 / 874

页数：32

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