Logan John R, Minca Elisabeta, Adar Sinem
Brown University.
Sociol Educ. 2012 Jun 19;85. doi: 10.1177/0038040711431588.
Persistent school segregation does not only mean that children of different racial and ethnic backgrounds attend different schools, but their schools are also unequal in their performance. This study documents nationally the extent of disparities in school performance between schools attended by whites and Asians compared to blacks, Hispanics, and Native Americans. It further examines the geography of school inequality in two ways. First it analyzes the segregation of students between different types of school profiles based on racial composition, poverty and metropolitan location. Second it estimates the independent effects of these and other school and school district characteristics on school performance, identifying which aspects of school segregation are the most important sources of disadvantage. A focus on schools at the bottom of the distribution as in No Schools Left Behind would not ameliorate wide disparities between groups that are found run across the whole spectrum of school performance.
持续的学校隔离不仅意味着不同种族和族裔背景的孩子就读于不同的学校，而且他们的学校在表现上也不平等。这项研究记录了全国范围内白人、亚裔就读的学校与黑人、西班牙裔和美国原住民就读的学校在学业表现上的差距程度。它还从两个方面进一步研究了学校不平等的地域情况。首先，它根据种族构成、贫困状况和大都市位置，分析了不同类型学校概况之间学生的隔离情况。其次，它估计了这些以及其他学校和学区特征对学校表现的独立影响，确定学校隔离的哪些方面是造成劣势的最重要来源。像《不让一个孩子掉队》那样关注处于分布底端的学校，并不能改善在整个学校表现范围内发现的不同群体之间的巨大差距。
