School Segregation Case Study

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Segregation, race, and charter schools: what do we know. White, Reeves, & Rodrigue (2016), compared various measures of school segregation reviewing the relationship between academic achievement and segregation by income and race. Charter schools, were generally more racially and economically segregated than traditional public schools. Per White et al., (2016), Charter schools often enroll more black and poor students than traditional public schools in the same areas, and are more likely to be at one extreme or the other of racial and economic composition than traditional public school districts. In the study, Whitehurst et al., (2016) sought answers to these questions.
1. How should we measure school segregation?
2. What is the impact of …show more content…
- The survey was taken by Survey Monkey survey respondents. They only used responses from those who self-identified as white.
Variables:
- The likelihood of enrollment was the dependent variable.
- The independent variables were: o School racial composition was a continuous variable ranging from 0 to 80, were the number represents the percentage of black students enrolled. o Test scores rank measured the schools numerical ranking on state standardized tests. Higher values indicated low ranks and thus lower academic quality. o Years since last renovation was a continuous measure, ranging from 0 to 27. Higher values indicated a lower period of time since renovation had occurred. o Perceived White Superiority was measured as a combination of responses on whether the respondent considered blacks as more intelligent, peaceful, diligent, or trustworthy than whites. The scale ranged from -24 to 24, with lower scores indicating more positive attitudes towards blacks.
Inferential Statistical Tests:
- Binary Logistic regression models were used for statistical analysis.
Level of Significance:
- Significance was measured at the 5 percent level.
Results of Statistically Significant …show more content…
resource allocation in charter and traditional public schools. Arsen & Ni (2012), study analyzed the concern administration were consuming too much of the educational dollars in traditional public schools, taking needed funds from classroom instruction and hindering efforts to improve student outcomes. Michigan district schools were part of the sampling group receiving the same operational funds. Questions assisting in this study were:
1. How do charter schools compare to traditional public schools in their use of the educational dollars?
2. Do charters represent an organizational model in which more spending was devoted to teaching and less to administration (and other not-instructional services) as earlier advocates predicted?
Arsen et al., (2012) argued that gaps in this study failed to control several factors. Adapting to a low cost, high turnover teaching force, findings revealed that charter schools embraced highly scripted instructional practices.
Article 3
Charter school type matters when examining funding and facilities: Evidence from California. Krop & Zimmer (2005), examined finances of charter schools in California by highlighting their fiscal challenges. Krop et al., (2005) used survey data from California charter and public schools, suggesting that charter schools were struggling with resources and facilities. Based on these questions a study was
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