School Opportunity Hoarding? Racial Segregation and Access to High Growth Schools
AffiliationUniversity of Arizona
MetadataShow full item record
PublisherOXFORD UNIV PRESS INC
CitationSchool Opportunity Hoarding? Racial Segregation and Access to High Growth Schools 2016 Social Forces
Rights© The Author 2016. Published by Oxford University Press on behalf of the University of North Carolina at Chapel Hill. All rights reserved.
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AbstractPersistent school segregation may allow advantaged groups to hoard educational opportunities and consign minority students to lower-quality educational experiences. Although minority students are concentrated in low-achieving schools, relatively little previous research directly links segregation to measures of school quality based on student achievement growth, which more plausibly reflect learning opportunities. Using a dataset of public elementary schools in California, this study provides the first analysis detailing the distribution of a growth-based measure of school quality using standard inequality indices, allowing disparities to be decomposed across geographic and organizational scales. We find mixed support for the school opportunity hoarding hypothesis. We find small White and Asian advantages in access to high-growth schools, but most of the inequality in exposure to school growth is within racial groups. Growth-based disparities both between and within groups tend to be on a more local scale than disparities in absolute achievement levels, focusing attention on within-district policies to mitigate school-based inequalities in opportunities to learn.
Note24 month embargo; Published: 03 February 2017
VersionFinal accepted manuscript
SponsorsUS Department of Education [R305B120013]; Eunice Kennedy Shriver National Institute of Child Health & Human Development of the National Institutes of Health [P01HD065704]