数据存取与教育公平研究:来自全国学校边界数据收集工作的启示

IF 1.7 3区 教育学 Q2 ECONOMICS
Sarah Asson, Erica Frankenberg, A. Maselli, Ian Burfoot-Rochford, Christopher S. Fowler, R. Buck
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引用次数: 3

摘要

摘要学校出勤率区域边界(AZB)数据在教育领域仍然相对缺乏记录和研究,尽管它们对教育公平具有重要意义。AZB通过确定学生被分配到的公立学校以及向潜在购房者传达社区特征来塑造学生的成绩和住宅排序模式。迄今为止,对AZB数据的获取、监管和审查有限,这在知识库中留下了空白,有可能留下完整的(并加剧)隔离模式,从而维持教育机会的不平等。缺乏数据也限制了我们了解AZB是否以及何时可以缓解隔离的能力。在这篇简报中,我们研究了AZB当前和历史数据的一项新的数据收集工作——纵向学校出勤边界系统——以探索与数据访问和数据质量相关的背景和政治因素。我们的目的是展示阻碍获得高质量AZB数据的因素如何影响教育公平的研究,我们主张政府为创建、维护和收集这些数据做出更全面、自上而下的努力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Data Access and the Study of Educational Equity: Implications from a National School Boundary Data Collection Effort
Abstract School attendance zone boundary (AZB) data remain relatively underdocumented and understudied within the field of education, despite their critical implications for educational (in)equity. AZBs shape student outcomes and residential sorting patterns both by determining the public schools a student is assigned to and by signaling neighborhood characteristics to prospective homebuyers. The limited access, regulation, and review of AZB data to date has left a gap in the knowledge base, having the potential to leave intact (and exacerbate) patterns of segregation that maintain inequities in educational opportunity. Lack of data also limits our ability to know whether and when AZBs may mitigate segregation. In this brief, we examine a novel data collection effort of current and historical AZB data—the Longitudinal School Attendance Boundary System—to explore the contextual and political factors associated with data access and data quality. We aim to show how factors that hinder access to quality AZB data affect the study of educational equity, and we advocate for more comprehensive, top–down governmental efforts to create, maintain, and collect these data.
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来源期刊
CiteScore
3.00
自引率
4.80%
发文量
46
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