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EJ970132 - The Geography of Inequality: Why Separate Means Unequal in American Public Schools

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ERIC #:	EJ970132
Title:	The Geography of Inequality: Why Separate Means Unequal in American Public Schools
Authors:	Logan, John R.; Minca, Elisabeta; Adar, Sinem
Descriptors:	Racial Segregation; School Segregation; Racial Composition; Academic Achievement; Profiles; Institutional Characteristics; Poverty; Geographic Distribution; Geographic Location; School Effectiveness; Disadvantaged; Achievement Rating; Minority Group Students; Scores; Comparative Analysis; Comparative Testing; Schematic Studies; Educational Sociology; Equal Education; Social Justice; Educational Policy; Politics of Education
Source:	Sociology of Education, v85 n3 p287-301 Jul 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Date:	2012-07-00
Pages:	15
Pub Types:	Journal Articles; Reports - Research
Abstract:	Persistent school segregation means not only that children of different racial and ethnic backgrounds attend different schools but also that their schools are unequal in performance. This study documents the extent of disparities nationally in school performance between schools attended by whites and Asians compared with those attended by 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 across the whole spectrum of school performance. (Contains 2 notes, 5 tables, and 2 figures.)
Abstractor:	As Provided
Reference Count:	54

Note:	N/A
Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0038-0407
Audiences:	N/A
Languages:	English
Education Level:	Elementary Secondary Education
Direct Link:	http://dx.doi.org/10.1177/0038040711431588

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