DATA ACCESS AND THE STUDY OF EDUCATIONAL EQUITY: IMPLICATIONS FROM A NATIONAL SCHOOL BOUNDARY DATA COLLECTION EFFORT
DATA ACCESS AND THE STUDY OF EDUCATIONAL EQUITY: IMPLICATIONS FROM A NATIONAL SCHOOL BOUNDARY DATA COLLECTION EFFORT
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DOI：
10.1162/edfp_a_00388
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发表时间：
2023-07-01
影响因子：
2.1
通讯作者：
Buck, Ruth Krebs
中科院分区：
文献类型：
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作者：
Asson, Sarah;Frankenberg, Erica;Buck, Ruth Krebs
在教育领域，就学区边界数据的记录和研究仍然相对不足，尽管它们对教育（不）公平具有重要意义。AZB通过确定学生被分配到的公立学校和向潜在购房者发出社区特征的信号来塑造学生的成绩和住宅分类模式。迄今为止，AZB数据的有限访问，监管和审查在知识基础上留下了空白，有可能留下完整的（并加剧）隔离模式，维持教育机会的不平等。缺乏数据也限制了我们了解AZBs是否以及何时可以减轻隔离的能力。在这个简短的，我们研究了一种新的数据收集工作的当前和历史的AZB数据纵向上学边界系统，探索与数据访问和数据质量的上下文和政治因素。我们的目标是展示阻碍获得高质量AZB数据的因素如何影响教育公平的研究，我们提倡更全面的，自上而下的政府努力来创建，维护和收集这些数据。
School attendance zone boundary (AZB) data remain relatively underdocumented and understudied within the field of education, despite their critical implications for educational (in)equity. AZBs shape student outcomes and residential sorting patterns both by determining the public schools a student is assigned to and by signaling neighborhood characteristics to prospective homebuyers. The limited access, regulation, and review of AZB data to date has left a gap in the knowledge base, having the potential to leave intact (and exacerbate) patterns of segregation that maintain inequities in educational opportunity. Lack of data also limits our ability to know whether and when AZBs may mitigate segregation. In this brief, we examine a novel data collection effort of current and historical AZB data-the Longitudinal School Attendance Boundary System-to explore the contextual and political factors associated with data access and data quality. We aim to show how factors that hinder access to quality AZB data affect the study of educational equity, and we advocate formore comprehensive, top-down governmental efforts to create, maintain, and collect these data.