Classroom Segregation without Tracking: Chance, Legitimacy, and Myth in "Racial Paradise." CEPA Working Paper No. 21-04

Autor/in	Gagné, Josh
Institution	Stanford Center for Education Policy Analysis (CEPA)
Titel	Classroom Segregation without Tracking: Chance, Legitimacy, and Myth in "Racial Paradise." CEPA Working Paper No. 21-04
Quelle	(2021), (66 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Racial Segregation; Classes (Groups of Students); Grade 5; Grade 9; Student Placement; Grouping (Instructional Purposes); Public Schools; Track System (Education); Elementary School Students; High School Students; Brazil; United States; North Carolina + Suchen Sie Ihr Suchwort? Ausland; Rassentrennung; Klassengemeinschaft; School year 05; 5. Schuljahr; Schuljahr 05; School year 09; 9. Schuljahr; Schuljahr 09; Schülerpraktikum; Grouping; Gruppenbildung; Public school; Öffentliche Schule; Leistungsgruppe; Leistungsdifferenzierung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Brasilien; USA
Abstract	Though schools do not track in Brazil, I find that black/white classroom segregation in Brazil is greater than recent estimates from North Carolina high schools (Clotfelter et al., 2020). How does race-based classroom segregation occur without tracking, and in a supposed "racial paradise," no less? Using national, student-level data spanning from 2011 to 2017, I describe racial classroom segregation among Brazilian 5th and 9th graders and assess potential mechanisms identified in the literature. The findings are consistent with a segregation by chance regime in which (1) schools typically assign students to classrooms arbitrarily, producing initial assignments that are sometimes segregated by chance, and (2) schools choose to move forward with the racially segregated "draws" rather than make race-conscious adjustments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01