School and Residential Segregation in School Districts with Voluntary Integration Policies

Kendra Taylor, Jeremy Anderson, Erica Frankenberg

Research output: Contribution to journalArticle

Abstract

Since the Supreme Court’s 2007 Parents Involved decision, school districts have been pursuing integration in more legally and politically charged environments. The retreat of the federal government in the racial integration of schools is well documented, but less understood is what local school districts are doing to fill that void. This study documents the districts in the United States that are engaged in voluntary integration. We measure the racial and income segregation in these districts at the school level from 2000 to 2015, examining the relationship between integration methods and levels of segregation. We also measure block group-level segregation in these school districts during this time period to better understand residential patterns of segregation within the districts and contextualize school-level trends.

Original languageEnglish (US)
Pages (from-to)371-387
Number of pages17
JournalPeabody Journal of Education
Volume94
Issue number4
DOIs
StatePublished - Aug 8 2019

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integration policy
segregation
district
school
Federal Government
Supreme Court
parents
Parents
income
trend
Group

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

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School and Residential Segregation in School Districts with Voluntary Integration Policies. / Taylor, Kendra; Anderson, Jeremy; Frankenberg, Erica.

In: Peabody Journal of Education, Vol. 94, No. 4, 08.08.2019, p. 371-387.

Research output: Contribution to journalArticle

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