Choice without Inclusion?: Comparing the Intensity of Racial Segregation in Charters and Public Schools at the Local, State and National Levels
1
College of Education, Department of Educational Policy Studies and Evaluation, University of Kentucky, 103 Dickey Hall, Lexington, KY 40506-0017, USA
2
College of Education, Teacher Education Department, University of North Georgia, 82 College Circle, Dahlonega, GA 30597, USA
3
College of Arts and Sciences, University of St. Thomas, JRC 101A St. Paul, MN 55105, USA
*
Author to whom correspondence should be addressed.
Educ. Sci. 2019, 9(3), 205; https://doi.org/10.3390/educsci9030205
Received: 12 July 2019 / Revised: 24 July 2019 / Accepted: 29 July 2019 / Published: 1 August 2019
(This article belongs to the Special Issue Urban/City Schools)
We conduct descriptive and inferential analyses of publicly available Common Core of Data (CCD) to examine segregation at the local, state, and national levels. Nationally, we find that higher percentages of charter students of every race attend intensely segregated schools. The highest levels of racial isolation are at the primary level for public and middle level for charters. We find that double segregation by race and class is higher in charter schools. Charters are more likely to be segregated, even when controlling for local ethnoracial demographics. A majority of states have at least half of Blacks and a third of Latinx in intensely segregated charters. At the city level, we find that higher percentages of urban charter students were attending intensely segregated schools.
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Keywords:
segregation; school choice; urban education; charter schools; African Americans; Latinx
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited
MDPI and ACS Style
Vasquez Heilig, J.; Brewer, T.J.; Williams, Y. Choice without Inclusion?: Comparing the Intensity of Racial Segregation in Charters and Public Schools at the Local, State and National Levels. Educ. Sci. 2019, 9, 205.
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