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作者

来源

URBAN EDUCATION,Vol.53,Issue7,P.843-874

语言

英文

关键字

desegregation; social; achievement gap; African American students; urban education; ACADEMIC-ACHIEVEMENT; PUBLIC-SCHOOLS; SEGREGATION; GAP; DESEGREGATION; EDUCATION; TEACHERS; POVERTY

作者单位

[McMillian, M. Monique] Morgan State Univ, 1700 East Cold Spring Lane, Baltimore, MD 21251 USA. [Fuller, Sarah] Univ N Carolina, Chapel Hill, NC 27515 USA. [Hill, Zoelene] Duke Univ, Sanford Sch Publ Policy, Durham, NC 27706 USA. [Duch, Kate] Duke Univ, Durham, NC 27706 USA. [Darity, William A., Jr.] Duke Univ, Publ Policy African & African Amer Studies, Durham, NC 27706 USA. [Darity, William A., Jr.] Duke Univ, Samuel DuBois Cook Ctr Social Equ, Durham, NC 27706 USA. McMillian, MM (reprint author), Morgan State Univ, 1700 East Cold Spring Lane, Baltimore, MD 21251 USA. E-Mail: drmmmcmillian@gmail.com

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.