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ERIC Number: ED571620
Record Type: Non-Journal
Publication Date: 2011-Oct
Pages: 8
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Reciprocal Relationship between Housing and School Integration. Research Brief No. 7. Updated
Mickelson, Roslyn Arlin
National Coalition on School Diversity
Given the common practice of assigning students to neighborhood schools, any serious hope of integrating America's public education system requires the consideration of not only educational policies and practices, but also the demography of neighborhoods and the housing policies that contribute to residential integration or segregation. Most American students live in communities that are dominated by families from one race and socioeconomic status. Public schools typically reflect their neighborhood demographics because most students are assigned to schools based on their residence. These straightforward dynamics underlie the relationship between the integration or segregation of schools and their feeder neighborhoods. The links between integration or segregation of schools and neighborhoods are also reciprocal. This essay summarizes the social science evidence on the reciprocal relationship between integrated schooling and integrated housing. The synergistic nature of this relationship unfolds across the life course. This brief contains a figure that illustrates the connections between housing and school integration and the intergenerational and reciprocal nature of their relationship.
National Coalition on School Diversity. 1200 18th Street NW Suite 200, Washington, DC 20036. Tel: 202-906-8023; e-mail: school-diversity@prrac.org; Web site: http://www.school-diversity.org
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Coalition on School Diversity