ERIC Number: EJ1175100
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Show Me: Diversity and Isolation Indicators of Spatial Segregation within and across Missouri's School Districts
Tate, William F.; Hogrebe, Mark C.
Peabody Journal of Education, v93 n1 p5-22 2018
Our study examines patterns of spatial segregation using diversity and isolation indicators within and across Missouri school districts. Evaluating segregation from a critical spatial perspective emphasizes the importance of place when evaluating the quality of educational opportunity for diverse student populations. The methodology involves the use of geographic information systems (GIS) maps that capture diversity and isolation dimensions of segregation using racial census tracts. Our spatial approach indicated statistically significant high and low diversity clusters, along with nearby areas of contrasting diversity. The analysis represents a methodological contribution to the study of quantifying segregation dimensions that more accurately represent how they operate across geographic space. In order for educational opportunity to improve, more walkable neighborhoods with high-quality schools in urban communities and interdistrict school transfer options in metropolitan regions are needed. If constructed and established at the same time, these reforms provide cost--benefit advantages to local and state residents.
Descriptors: Student Diversity, School Segregation, School Districts, School Location, Geographic Location, Educational Opportunities, Geographic Information Systems, Maps, Census Figures, Statistical Significance, Neighborhoods, Access to Education, Educational Quality, Urban Areas, Transfer Policy, Metropolitan Areas, Educational Change
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Missouri
Grant or Contract Numbers: N/A