ERIC Number: ED445171
Record Type: Non-Journal
Publication Date: 1999-Jun
Reference Count: N/A
Resegregation in American Schools.
Orfield, Gary; Yun, John T.
This report focuses on four important trends. The first is that the U.S. South is resegregating after two and a half decades of increasing integration. The second is that the data show continuously increasing segregation for Latino students, who are rapidly becoming the largest minority group in the United States and who have been more segregated than African American students for several years. The third trend is evidenced in the large and increasing numbers of African American and Latino students enrolled in suburban schools, where segregation is increasing. The fourth trend is a rapid ongoing change in the racial composition of U.S. schools and the emergence of many schools with three or more racial groups. The report shows that all racial groups except Whites experience considerable diversity in their schools, but Whites are remaining in overwhelmingly White schools even in regions with very large non-White enrollments. Data are from a variety of sources. The report also documents national trends in enrollment and segregation for African American, Latino, White, and Asian students by region, state, and community type. (Contains 22 tables and 4 figures.) (SLD)
Descriptors: Black Students, Educational Trends, Elementary Secondary Education, Hispanic American Students, Minority Groups, Racial Composition, School Resegregation, Suburban Schools, Trend Analysis, Urban Schools
Civil Rights Project Harvard University, 444 Guttman Library, 6 Appian Way, Cambridge, MA 02138 ($10.00). Tel: 617-496-6367; Tel: 617-495-9139; Fax: 617-496-3095; e-mail: firstname.lastname@example.org; Web site: www.law.harvard.edu/civilrights.
Publication Type: Numerical/Quantitative Data; Reports - Descriptive
Education Level: N/A
Sponsor: John D. and Catherine T. MacArthur Foundation, Chicago, IL.; Ford Foundation, New York, NY.; Mott (C.S.) Foundation, Flint, MI.; Spencer Foundation, Chicago, IL.
Authoring Institution: Harvard Univ., Cambridge, MA.