Is Separate Still Unequal? New Evidence on School Segregation and Racial Academic Achievement Gaps. CEPA Working Paper No. 19-06.
Is Separate Still Unequal? New Evidence on School Segregation and Racial Academic Achievement Gaps. CEPA Working Paper No. 19-06.
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分开还是不平等吗？
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
Demetra Kalogrides
中科院分区：
文献类型：
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作者：
Sean F. Reardon;Ericka S. Weathers;Erin M. Fahle;Heewon Jang;Demetra Kalogrides
CEPA第19-06号工作文件是否分开仍不平等？学校隔离的新证据美国公立学校在种族和经济上是隔离的。先前的研究表明，从20世纪60年代开始，南方学校的种族隔离给黑人学生带来了巨大的好处。然而，不太清楚的是，今天的种族隔离是否与50年前一样具有同样的有害影响，我们也没有明确的证据表明种族隔离影响成就的机制。我们使用来自美国所有公共地区的11年数据来估计当前学校隔离对种族成就差距的影响。我们发现，种族隔离与三年级成绩差距的大小和差距从三年级增长到八年级的速度密切相关。种族隔离与成绩差距增长的关联完全是由学校贫困的种族差异（称为“种族经济隔离”）造成的。因此，种族隔离是有害的，因为它将少数民族学生集中在高度贫困的学校，而这些学校的平均效率低于较低贫困的学校。探索性分析表明，与种族隔离相关的学校之间的教师特征的差异与不平等的学习率，约占20%的黑人白人种族经济隔离的影响。需要进一步研究，以探讨学校隔离与成绩差距扩大之间的联系机制。
AUTHORS VERSION CEPA Working Paper No. 19-06 Is Separate Still Unequal? New Evidence on School Segregation 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, nor do we have clear evidence about the mechanisms through which segregation affects achievement. We estimate the effects of current-day school segregation on racial achievement gaps using 11 years of data from all U.S. public districts. We find that racial segregation is strongly associated with the magnitude of achievement gaps in third grade and the rate at which gaps grow from third to eighth grade. The association of racial segregation with achievement gap growth is completely accounted for by racial differences in school poverty (termed “racial economic segregation”). 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% of the effect of Black-White racial economic segregation. Further research is needed to explore mechanisms linking school segregation to achievement gap growth.
影响因子：
16.4
作者：
Nisbett, Richard E.;Aronson, Joshua;Turkheimer, Eric
通讯作者：
Turkheimer, Eric