Variation in the Local Segregation of Latino Children—Role of Place, Poverty, and Culture

Abstract

Purpose: Does the rising share of Latino students in US schools help to integrate previously White campuses or exacerbate racial and economic segregation over time? This article details trends in the segregation of Latino children enrolled in elementary schools, 2000–2015, then examines how evolving patterns differ among the nation’s school districts. Research Methods: We compiled enrollment data from schools, merging census data on the demographic and economic attributes of residents inside the boundaries of each district. Changes in the interaction and entropy measures of segregation are reported, illuminating levels of Latino segregation between districts and among schools within districts. Findings: Latino children were less likely to attend elementary schools with White peers in 2015 relative to 2000, stemming in part from growing Latino enrollments. The isolation of Latino children within certain schools inside districts did not change on average. Local variation in segregation levels is associated with the income of residents within districts, along with their nativity and home language. Just 13% of the nation’s districts enroll sufficient counts of Latino and White children to advance integration among constituent schools. Implications: Rising Latino enrollment in once lily-white schools does advance racial integration. But many Latino children enter increasingly segregated school districts in which poor students are isolated from middle-class peers. In the absence of interdistrict integration efforts, little progress to integrate Latino children will be possible.