Demographic Shifts and Segregation in Fargo and West Fargo, North Dakota Schools

Autor/inn/en	Gilblom, Elizabeth A.; Crary, Sarah L.; Sang, Hilla I.
Titel	Demographic Shifts and Segregation in Fargo and West Fargo, North Dakota Schools
Quelle	In: Journal of Education and Learning, 9 (2020) 2, S.11-28 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	School Segregation; Public Schools; Population Trends; Urban Population; School Districts; School Demography; Minority Group Students; Low Income Students; African American Students; Enrollment; Achievement Tests; Scores; Community Characteristics; Refugees; Language Minorities; North Dakota + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Bevölkerungsprognose; Stadtbevölkerung; School district; Schulbezirk; Schulbesuchsrate; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Einschulung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Flüchtling; Sprachminderheit
Abstract	In this article, we examine how demographic changes in Fargo and West Fargo, North Dakota between 2000 and 2017, including the resettlement of refugees, have impacted equitable educational arrangements in Fargo Public Schools (FPS) and West Fargo Public Schools (WFPS). Drawing on multiple data sources, including North Dakota's Department of Public Instruction (DPI), Common Core of Data (CCD) available from the National Center for Educational Statistics (NCES) and block group data from the U.S. Census Bureau, we use Geographic Information Systems (GIS) to examine city and district level changes in the years 2000 and 2017. We also conduct descriptive statistics and a multivariate analysis of variance (MANOVA) to assess the relationships among Black student enrollment, performance on state tests and enrollment characteristics that include race and free and reduced lunch. Findings underscore the increasing isolation of students over time by race, socioeconomic background and language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01