Economic and Racial Integration Through School Choice in New York City

IF 2.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Evaluation and Policy Analysis Pub Date : 2022-07-18 DOI:10.3102/01623737221107928

Jesse Margolis, Daniel Dench, Shirin Hashim

引用次数: 0

Abstract

New York City’s school system is among the most diverse and segregated in the United States. Using difference-in-differences and placebo tests, we evaluate two desegregation policies in two geographic districts in New York City, District 3 and District 15. Both districts attempted to lower economic segregation within their district while maintaining school choice, prioritizing economically disadvantaged students for middle school seats in advance of the 2019–2020 school year. District 15, however, set more ambitious prioritization targets and also chose to eliminate academic screens from all middle schools. We find that District 15’s policy lowered economic segregation in sixth grade by 55% and racial segregation by 38%, while District 3’s policy led to no significant change in segregation.

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纽约市通过学校选择实现经济和种族融合

纽约市的学校系统是美国最多样化和最隔离的。使用差异中的差异和安慰剂检验，我们评估了纽约市两个地理区域，第3区和第15区的两项废除种族隔离政策。这两个地区都试图在保持学校选择的同时，降低区域内的经济隔离，在2019-2020学年之前优先考虑经济困难的学生进入中学。然而，第15区制定了更雄心勃勃的优先目标，并选择从所有中学取消学业筛选。我们发现15区的政策将六年级的经济隔离降低了55%，种族隔离降低了38%，而3区的政策并没有导致种族隔离的显著变化。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.60

自引率

5.90%

发文量

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.