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ERIC Number: ED471864
Record Type: RIE
Publication Date: 2001-Nov-6
Pages: 16
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Relationship between School and Residential Segregation at the Turn of the Century.
Rickles, Jordan; Ong, Paul M.
This paper examines the relationship between school and residential segregation, noting that while these two forms of segregation are fundamentally linked, other factors cause them to diverge. The analysis focuses on segregation in 329 metropolitan areas. Data come from the 1998-99 National Center for Education Statistics Common Core of Data Public School Universe survey and Public Education Agency survey. Analysis of African American, Asian/Pacific Islander (API), and Hispanic racial segregation in metropolitan public primary grade schools and residential housing indicates that levels of school and residential segregation are highest for African Americans and lowest for APIs. Average school and residential segregation levels are very similar for African Americans, but for Hispanics and APIs, school segregation is greater than residential segregation. African American school segregation is higher in the U.S. Midwest. API school segregation is lower in the northeast and west. Hispanic school segregation is lower in the west. Residential segregation is the most important factor in determining level of school segregation. The level of school segregation is also influenced by metropolitan size, metropolitan per capita income, average school enrollment, and proportion of student enrollment in the metropolitan area's largest school district. Technical notes and tables are appended. (SM)
The Ralph and Goldy Lewis Center for Regional Policy Studies, The School of Public Policy & Social Research, UCLA, 3250 Public Policy Building, Los Angeles, CA 90095. Tel: 310-206-4417; Web site: http://www.sppsr.ucla.edu/lewis/metroamerica/seg1.htm.
Publication Type: Numerical/Quantitative Data; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A