Implications of Income-Based School Assignment Policies for Racial School Segregation

Implications of Income-Based School Assignment Policies for Racial School Segregation

A number of public school districts in the United States have adopted income-based integration policies-policies that use measures of family income or socioeconomic status-in determining school assignment. Some scholars and policymakers contend that such policies will also reduce racial segregation....

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Veröffentlicht in:Educational Evaluation and Policy Analysis. - SAGE Publishing, 1979. - 28(2006), 1, Seite 49-75
1. Verfasser: Reardon, Sean F. (VerfasserIn)
Weitere Verfasser: Yun, John T., Kurlaender, Michal
Format: Online-Aufsatz
Sprache:English
Veröffentlicht: 2006
Zugriff auf das übergeordnete Werk:Educational Evaluation and Policy Analysis
Schlagworte:Income Race School Desegregation Behavioral sciences Education Economics Political science
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520 |a A number of public school districts in the United States have adopted income-based integration policies-policies that use measures of family income or socioeconomic status-in determining school assignment. Some scholars and policymakers contend that such policies will also reduce racial segregation. In this article this assumption is explored by computing upper and lower bounds on the possible and probable levels of racial segregation that would result from race-neutral income-based school assignment policies. The article finds that, in general, income integration is no guarantee of even modest racial desegregation. In particular, the extent of ancillary racial integration produced by an income-integration policy will depend on the size of racial income disparities within a given district, the specifics of an income-integration policy, and the patterns of racial and socioeconomic residential segregation in a school district. Data on racial income inequality and income segregation in urban districts throughout the United States indicate that very high levels of racial segregation are possible under any practical income-integration policy. The authors conclude that, given the extent of residential racial segregation in the United States, it is unlikely that race-neutral income-integration policies will significantly reduce school racial segregation, although there is reason to believe that such policies are likely to have other beneficial effects on schooling. 
540 |a Copyright 2006 American Educational Research Association 
650 4 |a Income 
650 4 |a Race 
650 4 |a School Desegregation 
650 4 |a Behavioral sciences  |x Sociology  |x Human societies  |x Social dynamics  |x Race relations  |x Racial segregation 
650 4 |a Behavioral sciences  |x Sociology  |x Human societies  |x Social dynamics  |x Race relations  |x Racial integration 
650 4 |a Education  |x Formal education  |x Educational institutions  |x Schools  |x Public schools 
650 4 |a Economics  |x Economic disciplines  |x Socioeconomics  |x Income distribution 
650 4 |a Education  |x Education politics  |x Education policy  |x School segregation 
650 4 |a Political science  |x Government  |x Public administration  |x Public policy  |x Social policy  |x Desegregation  |x School desegregation 
650 4 |a Economics  |x Economic disciplines  |x Socioeconomics 
650 4 |a Behavioral sciences  |x Anthropology  |x Ethnology  |x Ethnic groups  |x White people 
650 4 |a Education  |x Education politics  |x School districts 
650 4 |a Economics  |x Economic disciplines  |x Socioeconomics  |x Poverty  |x Poverty rates 
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700 1 |a Kurlaender, Michal  |e verfasserin  |4 aut 
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