Literaturnachweis - Detailanzeige
| Autor/inn/en | Monarrez, Tomas; Kisida, Brian; Chingos, Matthew |
|---|---|
| Titel | Do Charter Schools Increase Segregation? First National Analysis Reveals a Modest Impact, Depending on Where You Look |
| Quelle | In: Education Next, 19 (2019) 4, S.66-74 (9 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1539-9664 |
| Schlagwörter | Charter Schools; School Segregation; School Districts; African American Students; Hispanic American Students; Municipalities; Counties; Metropolitan Areas; School Location; School Resegregation |
| Abstract | Research supports the notion that exposure to individuals from a diverse set of backgrounds has positive social and political benefits for a pluralistic society, and an expanding body of research attests to the positive consequences of school integration for academic outcomes. Yet schools remain highly segregated by race and class, in part because of the segregation of neighborhoods, which largely determine where students enroll. Public charter schools, which have dramatically expanded their reach since they were first established in 1992, now occupy a central role in the public debate over racial isolation in school, with advocates and critics pitching the schools as either a potential cure for, or a key contributor to, segregation. In this study, we attempt to close that gap with the first nationally comprehensive examination of the question: How do charter schools affect segregation? (ERIC). |
| Anmerkungen | Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://educationnext.org/journal/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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