Redrawing Attendance Boundaries to Promote Racial and Ethnic Diversity in Elementary Schools

Autor/inn/en	Gillani, Nabeel; Beeferman, Doug; Vega-Pourheydarian, Christine; Overney, Cassandra; Van Hentenryck, Pascal; Roy, Deb
Titel	Redrawing Attendance Boundaries to Promote Racial and Ethnic Diversity in Elementary Schools
Quelle	In: Educational Researcher, 52 (2023) 6, S.348-364 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gillani, Nabeel) ORCID (Van Hentenryck, Pascal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X231170858
Schlagwörter	School Districts; School District Reorganization; Racial Segregation; Student Diversity; Minority Group Students; Elementary Schools; Elementary School Students; Class Size; Busing; Travel; Time; Racial Discrimination; White Students + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Rassentrennung; Elementary school; Grundschule; Volksschule; Klassengröße; Travelling; Reisen; Reise; Zeit; Racial bias; Rassismus
Abstract	Most U.S. school districts draw "attendance boundaries" to define catchment areas that assign students to schools near their homes, often recapitulating neighborhood demographic segregation in schools. Focusing on elementary schools, we ask: How much might we reduce school segregation by redrawing attendance boundaries? Combining parent preference data with methods from combinatorial optimization, we simulate alternative boundaries for 98 U.S. school districts serving over 3 million elementary-age students, minimizing White/non-White segregation while mitigating changes to travel times and school sizes. Across districts, we observe a median 14% relative decrease in segregation, which we estimate would require approximately 20% of students to switch schools and, surprisingly, a slight reduction in travel times. We release a public dashboard depicting these alternative boundaries and invite both school boards and their constituents to evaluate their viability. Our results show the possibility of greater integration without significant disruptions for families. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01