The Experts below are selected from a list of 264 Experts worldwide ranked by ideXlab platform
Gary Orfield - One of the best experts on this subject based on the ideXlab platform.
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perpetuating separate and unequal worlds of Educational Opportunity through district lines school segregation by race and poverty
2016Co-Authors: Jennifer B. Ayscue, Gary OrfieldAbstract:School segregation has serious consequences for Educational Opportunity and success. Using data from the National Center for Education Statistics, Common Core of Data, this study explores the relationship between fragmentation—the degree to which metropolitan areas are split into many separate school districts—and segregation. Three measures of segregation—exposure, concentration, and evenness—are employed to analyze state- and metropolitan-level data between 1989 and 2010 in four states with different school district structures. Findings in this exploratory study indicate that states and metropolitan areas with more fragmented district structures are associated with higher levels of segregation. In comparison to the less fragmented states of North Carolina and Virginia, in the highly fragmented states of New York and New Jersey, the typical black and Latino student are exposed to smaller shares of white students, the typical white student is more isolated with other white peers, there are greater disparities in exposure to low-income students by race, the share of non-white segregated schools is substantially larger, and levels of multiracial unevenness are higher. Highly fragmented states and metropolitan areas cannot confront segregation by exclusively focusing their efforts within districts; instead, regional strategies could be used to make progress in desegregating schools across school district lines.
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School District Lines Stratify Educational Opportunity by Race and Poverty
Race and Social Problems, 2015Co-Authors: Jennifer B. Ayscue, Gary OrfieldAbstract:School segregation has serious consequences for Educational Opportunity and success. Across the nation, school segregation by race and poverty is deepening and varies by state. Using data from the National Center for Education Statistics, Common Core of Data, this study explores the relationship between fragmentation—the degree to which metropolitan areas are split into many separate school districts—and segregation. Three measures of segregation—exposure, concentration, and evenness—are employed to analyze state- and metropolitan-level data between 1989 and 2010 in four states with different school district structures. Findings in this exploratory study indicate that states and metropolitan areas with more fragmented district structures are associated with higher levels of segregation. In comparison with the less fragmented states of North Carolina and Virginia, in the highly fragmented states of New York and New Jersey, the typical black and Latino student are exposed to smaller shares of white students, the typical white student is more isolated with other white peers, there are greater disparities in exposure to low-income students by race, the share of non-white segregated schools is substantially larger, and levels of multiracial unevenness are higher. (These states were selected from a set of in-depth state studies by the Civil Rights Project of the states from Maine to North Carolina; comparable data are not available for many other states.) Highly fragmented states and metropolitan areas with numerous small school districts cannot confront segregation by exclusively focusing their efforts within districts; in these areas, segregation is fundamentally occurring among districts rather than within districts. Instead, highly fragmented areas could use regional strategies, such as interdistrict transfer programs, regional magnet schools, and district consolidation, to make progress in desegregating their schools across school district lines.
Jennifer B. Ayscue - One of the best experts on this subject based on the ideXlab platform.
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perpetuating separate and unequal worlds of Educational Opportunity through district lines school segregation by race and poverty
2016Co-Authors: Jennifer B. Ayscue, Gary OrfieldAbstract:School segregation has serious consequences for Educational Opportunity and success. Using data from the National Center for Education Statistics, Common Core of Data, this study explores the relationship between fragmentation—the degree to which metropolitan areas are split into many separate school districts—and segregation. Three measures of segregation—exposure, concentration, and evenness—are employed to analyze state- and metropolitan-level data between 1989 and 2010 in four states with different school district structures. Findings in this exploratory study indicate that states and metropolitan areas with more fragmented district structures are associated with higher levels of segregation. In comparison to the less fragmented states of North Carolina and Virginia, in the highly fragmented states of New York and New Jersey, the typical black and Latino student are exposed to smaller shares of white students, the typical white student is more isolated with other white peers, there are greater disparities in exposure to low-income students by race, the share of non-white segregated schools is substantially larger, and levels of multiracial unevenness are higher. Highly fragmented states and metropolitan areas cannot confront segregation by exclusively focusing their efforts within districts; instead, regional strategies could be used to make progress in desegregating schools across school district lines.
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School District Lines Stratify Educational Opportunity by Race and Poverty
Race and Social Problems, 2015Co-Authors: Jennifer B. Ayscue, Gary OrfieldAbstract:School segregation has serious consequences for Educational Opportunity and success. Across the nation, school segregation by race and poverty is deepening and varies by state. Using data from the National Center for Education Statistics, Common Core of Data, this study explores the relationship between fragmentation—the degree to which metropolitan areas are split into many separate school districts—and segregation. Three measures of segregation—exposure, concentration, and evenness—are employed to analyze state- and metropolitan-level data between 1989 and 2010 in four states with different school district structures. Findings in this exploratory study indicate that states and metropolitan areas with more fragmented district structures are associated with higher levels of segregation. In comparison with the less fragmented states of North Carolina and Virginia, in the highly fragmented states of New York and New Jersey, the typical black and Latino student are exposed to smaller shares of white students, the typical white student is more isolated with other white peers, there are greater disparities in exposure to low-income students by race, the share of non-white segregated schools is substantially larger, and levels of multiracial unevenness are higher. (These states were selected from a set of in-depth state studies by the Civil Rights Project of the states from Maine to North Carolina; comparable data are not available for many other states.) Highly fragmented states and metropolitan areas with numerous small school districts cannot confront segregation by exclusively focusing their efforts within districts; in these areas, segregation is fundamentally occurring among districts rather than within districts. Instead, highly fragmented areas could use regional strategies, such as interdistrict transfer programs, regional magnet schools, and district consolidation, to make progress in desegregating their schools across school district lines.
Monica J Grant - One of the best experts on this subject based on the ideXlab platform.
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de facto privatization and inequalities in Educational Opportunity in the transition to secondary school in rural malawi
Social Forces, 2017Co-Authors: Monica J GrantAbstract:There has been a recent, rapid de facto privatization of education in many African countries, as the number of private secondary schools operating in the region has grown. The majority of these schools are "low-cost" private schools where tuition and fees are set as low as possible to cover operating costs and still generate profit. Proponents of low-cost private schools argue that these schools have proliferated in impoverished areas to meet unmet demand for access to education and where private schools may offer better quality than locally available public schools. Theories of inequality of Educational Opportunity suggest that if private schools offer better-quality education, students from more advantaged families will be more likely to enroll at these institutions, potentially exacerbating Educational inequality in the region. This analysis uses data from a school-based longitudinal survey, the Malawi Schooling and Adolescent Study, to examine socio-economic inequalities in the transition to secondary school and on-time enrollment in upper secondary. My findings indicate that youth from non-poor households are not only more likely to enroll in secondary school than poor youth, but they are also more likely to substitute enrollment in private schools for enrollment in second-tier government schools. Enrollment at private schools, however, does not yield schooling advantages; relative to both tiers of government secondary schooling, students who initially enrolled at private schools were the least likely to enroll on time in upper secondary school. These patterns suggest that these schooling circumstances may yield less segregation of Opportunity than might otherwise be assumed.
William New - One of the best experts on this subject based on the ideXlab platform.
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anti immigrant legislation social justice and the right to equal Educational Opportunity
American Educational Research Journal, 1999Co-Authors: Loucas Petronicolos, William NewAbstract:In the debates over policies seeking to exclude illegal immigrant youth from public education, complex issues related to the human and legal rights of this group have often been reduced to cost-benefit analyses, to partisan polemics about multiculturalism and national identity, and to campaign posturing about tax burdens and crime. This article presents a contextual analysis of such policies and the related legal standards, with a focus on social justice and equality issues that are raised by the exclusion of any distinct group of children from Educational Opportunity. Our main thesis is that every individual's interest in meaningful public education is fundamental, in a constitutional sense, and that this interest does not depend on citizenship or economic status. We begin with an analysis of California's Proposition 187 and related Supreme Court decisions, most notably Plyler v. Doe (1982) and San Antonio v. Rodriguez (1973), and move to connections with school finance litigation. We continue with an ap...
Gaston Yalonetzky - One of the best experts on this subject based on the ideXlab platform.
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Inequality of Educational Opportunity in India: Changes Over Time and Across States
World Development, 2012Co-Authors: M. Niaz Asadullah, Gaston YalonetzkyAbstract:This paper documents the extent of inequality of Educational Opportunity in India spanning the period 1983–2004 using National Sample Surveys. We build on recent developments in the literature that have operationalized concepts of inequality of Opportunity theory and construct several indices of inequality of Educational Opportunity for an adult sample. Kerala stands out as the least Opportunity-unequal state. Rajasthan, Gujarat, and Uttar Pradesh experienced large-scale falls in the ranking of inequality of opportunities. By contrast, West Bengal and Orissa made significant progress in reducing inequality of Opportunity. We also examine the links between progress toward equality of Opportunity and a selection of pro-poor policies.
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inequality of Educational Opportunity in india changes over time and across states
2010Co-Authors: Niaz M Asadullah, Gaston YalonetzkyAbstract:This paper documents the extent of inequality of Educational Opportunity in India spanning the period 1983-2004 using National Sample Survey (NSS) data. We build on recent developments in the literature that has operationalized concepts in the inequality of Opportunity theory (including Roemer's) and construct three indices of inequality of Educational Opportunity using data on an adult sample. Irrespective of the index used, the state of Kerala stands out as the least unequal in terms of Educational opportunities. However, even after excluding Kerala, significant inter-state divergence remains amongst the remaining states. Transition matrix analysis confirms substantial inter-temporal mobility in inequality of Opportunity across Indian states. Rajasthan and Gujarat in the West and Uttar Pradesh and Bihar in the Centre experienced large-scale fall in the ranking of inequality of opportunities. However, despite being poor, Eastern states of West Bengal and Orissa made significant progress in reducing inequality of Opportunity. At a region level, Southern, North-eastern and Eastern regions on average experienced upward mobility (i.e. decline in inequality of Opportunity) whilst the Central region experienced downward mobility. We conclude by examining the link between progress towards equality of Opportunity and poverty reduction, growth and a selection of pro-poor policies.