Charter Schools and the Segregation of Students by Income

IF 2.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Kari Dalane, Dave E. Marcotte
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引用次数: 0

Abstract

The share of students attending charter schools has been rising. There is evidence that charter school growth has increased socioeconomic segregation of students between schools. In this paper, we assess whether charter school growth affects how students are organized within nearby traditional public schools (TPS). We use administrative data from North Carolina to estimate the impact of charter school openings on segregation by income within nearby TPS. Our models exploit variation in the presence and location of charter schools over time between 2007 and 2014 for students in Grades 3 to 8. We find limited evidence that the segregation of students by income at the classroom level increases when charters open nearby. We find some evidence of increasing segregation in third grade and fourth grade math and third grade ELA classrooms at TPS within 2 miles of new charters in large urban districts schools. Our results vary somewhat depending on how we control for underlying trends and measure segregation. We find no effect of charter school growth on income segregation in higher grades.
特许学校和学生的收入隔离
就读特许学校的学生比例一直在上升。有证据表明,特许学校的增长加剧了学校之间学生的社会经济隔离。在本文中,我们评估特许学校的增长是否会影响附近传统公立学校(TPS)的学生组织方式。我们使用来自北卡罗来纳州的行政数据来估计特许学校开放对附近TPS内收入隔离的影响。我们的模型利用了特许学校在2007年至2014年间对三年级至八年级学生的存在和位置的变化。我们发现有限的证据表明,当特许学校在附近开设时,学生在课堂上的收入隔离会加剧。我们发现一些证据表明,在距离大城市地区学校新特许学校2英里以内的TPS学校,三年级和四年级数学和三年级ELA教室的种族隔离正在加剧。我们的结果在一定程度上取决于我们如何控制潜在的趋势和衡量隔离。我们发现特许学校的增长对高年级的收入隔离没有影响。
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来源期刊
Educational Evaluation and Policy Analysis
Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.60
自引率
5.90%
发文量
36
期刊介绍: Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.
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