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Addressing School Segregation: Policies and Considerations

Explore the impact of limiting school choice on segregation, residential patterns, and academic outcomes, emphasizing the effects on immigrant integration and social cohesion. Delve into dispersion programs and the implications of voluntary vs non-voluntary models.

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Addressing School Segregation: Policies and Considerations

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  1. School segregation and school choice – selected considerations.

  2. Student and family background School quality School segregation • Academic achievement • Immigrant integration • into the main culture. • Social cohesion between • natives and immigrants • (Burgess & Wilson, 2005). Very brief overview School choice policies

  3. Point 1: Limiting school choice is no easy cure against segregation • Third dimension: residential choice • Limiting school choice makes people move. • Limiting/abolishing school choice with many immigrant concentration schools ~ court-ordered segregation in US. ->Whites/natives suddenly faced with high %immigrants in their schools. • Baum-Snow&Lutz (2008) find that (affluent) Whites moved to white suburbs.

  4. Point 1: Limiting school choice is no easy cure against segregation What happens when you limit school choice? • Residential segregation: increases • School segregation: • decreases because of limited school choice • increases because people sort by residential relocation • Net effect ??? -> Important to consider the consequences of residential sorting, too.

  5. Point 2: (White/native) flight hurts twice • Natives start (add.) opting out when immigrant shares exceed 35-40%. • Well-educated families flee at higher rates than low-educated: -> weakens also SES-composition in the remaining group of natives group in schools. • Also well-integrated immigrant students opt out. => It is not just ”average” students who flee, but the strong students (also among immigrants) are the first to flee. [Results from Rangvid (2007).]

  6. Point 3: Who do you move with your dispersion program? • Many dispersion models - basic difference: • (1) Voluntary dispersion: • - eg. reserve slots for immigrants out-of-district students at low concentration schools, which immigrants can apply for. • (2) Non-voluntary dispersion: • eg. language screening: if ”fail” the test, enrol in school with few immigrants.

  7. Point 3: Who do you move with your dispersion program? Voluntary dispersion model Non-voluntary dispersion model High ability Low ability ”Strong” students/ families decide to move ”Weak” students are moved Voluntary models: Risk of cream-skimming Non-voluntary models: Opportunity to target the subpopulation you want to move

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