ERIC Number: ED472347
Record Type: Non-Journal
Publication Date: 2003-Jan-16
A Multiracial Society with Segregated Schools: Are We Losing the Dream?
Frankenberg, Erica; Lee, Chungmei; Orfield, Gary
This report describes patterns of racial enrollment and segregation in U.S. public schools at the national, regional, state, and district levels using the 2000-01 NCES Common Core of Data. Trends in desegregation and resegregation over the last one-third century are also examined. Whites are the most segregated group, attending schools that are, on average, 80 percent white. Schools are becoming steadily more nonwhite as minority enrollment approaches 40 percent of all students. The most dramatic growth is among Latino and Asian students. Latinos are the most segregated, and Asians the most integrated, racial group. A substantial group of virtually all nonwhite schools have emerged. The nation's largest city school systems account for a shrinking share of the total enrollment and are overwhelmingly nonwhite and increasingly segregated. The balkanization of school districts and difficulty of creating desegregated schools within these cities show the major consequences of the Supreme Court's 1974 Miliken v. Bradley decision blocking Detroit's city-suburban desegregation. Segregation and desegregation are no longer merely urban concerns, but wider metropolitan issues. During the 1990s, the proportion of black students in majority white schools decreased by 13 percentage points to a level lower than any year since 1968. (SM)
Descriptors: Asian American Students, Black Students, Civil Rights, Elementary Secondary Education, Enrollment Trends, Hispanic American Students, Poverty, Public Schools, Racial Segregation, School Resegregation, School Segregation, Urban Schools, White Students
Civil Rights Project, Harvard University, 124 Mt. Auburn Street, Suite 400 South, Cambridge, MA 02138. Tel: 617-496-6367; Fax: 617- 495-5210; e-mail: firstname.lastname@example.org; Web site: http://www.civilrightsproject.harvard.edu.
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: Harvard Civil Rights Project, Cambridge, MA.
IES Cited: ED560723