Is separate still unequal? New evidence on school segregation and racial academic achievement gaps (Record no. 529895)
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| fixed length control field | 01984nam a22001457a 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 250513b ||||| |||| 00| 0 eng d |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Reardon, Sean F. et al |
| 245 ## - TITLE STATEMENT | |
| Title | Is separate still unequal? New evidence on school segregation and racial academic achievement gaps |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication, distribution, etc | American Sociological Review |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 89(6), Dec, 2024: p. 971-1010 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | U.S. public schools are racially and economically segregated. Prior research shows that the desegregation of Southern schools beginning in the 1960s led to significant benefits for Black students. Less clear, however, is whether segregation today has the same harmful effects as it did 50 years ago and through what mechanisms segregation continues to affect achievement. We estimate the effects of current-day school segregation on racial achievement gaps using 11 years of data from all U.S. public school districts. We find that racial segregation is strongly associated with the magnitude of achievement gaps in 3rd grade and the rate at which gaps grow from 3rd to 8th grade. The association of racial segregation with achievement-gap growth is completely accounted for by racial differences in school poverty. Thus, racial segregation is harmful because it concentrates minority students in high-poverty schools, which are, on average, less effective than lower-poverty schools. Exploratory analyses show that segregation-related between-school differences in teacher characteristics are associated with unequal learning rates and account for roughly 20 percent of the effect of Black–White racial differences in exposure to poverty. Further research is needed to identify mechanisms linking school segregation to achievement-gap growth.- Reproduced https://journals.sagepub.com/doi/full/10.1177/00031224241297263#tab-contributors |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Segregation, Achievement, Inequalities, Poverty, Race and ethnicity. |
| 9 (RLIN) | 53031 |
| 773 ## - HOST ITEM ENTRY | |
| Main entry heading | American Sociological Review |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Item type | Articles |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Permanent location | Current location | Date acquired | Serial Enumeration / chronology | Barcode | Date last seen | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Indian Institute of Public Administration | Indian Institute of Public Administration | 2025-05-13 | 89(6), Dec, 2024: p. 971-1010 | AR135726 | 2025-05-13 | Articles |