U.S. public schools are increasingly segregated by income, resulting in substantial educational inequality among U.S. schoolchildren. We conducted a nationally representative survey to explore the relationship between parental beliefs about and preferences regarding school segregation. Using experimental manipulation, we tested if learning about…

Research shows charter schools are more segregated by race and class than are traditional public schools. I investigate an underexamined mechanism for this segregation: Charter schools project identities corresponding to parents' race- and class-specific parenting styles and educational values. I use computational text analysis to detect the…

Racial segregation remains a persistent problem in U.S. schools. In this article, we examine how social psychological factors--in particular, individuals' perceptions of schools with varying demographic characteristics--may contribute to the ongoing structural problem of school segregation. We investigate the effects of school racial composition…

To test the effect of ability grouping on grades and the attainment of higher education, this study examines a naturally occurring experiment--an admission reform that dramatically increased ability sorting between schools in the municipality of Stockholm. Following six cohorts of students (N = 79,020) from the age of 16 to 26, I find a mean…

This paper examines how public school teachers take up, modify, or resist the dominant ideology of color-blind racism. This examination is based on in-depth interviews with 60 teachers at three segregated schools: one was race/class privileged and two were disadvantaged. Inductive coding revealed that teachers at each school articulated a shared…

Persistent school segregation means not only that children of different racial and ethnic backgrounds attend different schools but also that their schools are unequal in performance. This study documents the extent of disparities nationally in school performance between schools attended by whites and Asians compared with those attended by blacks,…

To advance social integration, policy makers strive for the educational desegregation of immigrant students in Flemish schools. Given the lack of empirical research supporting this policy, this article examines the association between the ethnic composition of schools and native and immigrant students' interethnic friendships, social…

Despite increases in the representation of African American and Hispanic youth in advanced math courses in high school over the past two decades, recent national reports indicate that substantial inequality in achievement remains. These inequalities can temper one's optimism about the degree to which the United States has made real progress toward…

Presents the authors' defense of their report "Public and Private Schools." The authors evaluate criticism of report findings in three areas: governance in schools, cognitive outcomes in public and private schools, and the segregative impact of private schools. (AM)

Criticizes the conclusion in the Coleman, Hoffer and Kilgore study "Public and Private Schools" that private schooling does not affect overall racial segregation in American schools. The authors discuss four flaws in the research methodology that make its conclusions invalid. (AM)

This study discusses the linkage between socioeconomic variables and school segregation, showing that black concentration and school district size are predictors of school segregation. The impact of federal enforcement of school desegregation in the South between 1968 and 1970 is examined. (Author/RM)

Research problems related to studies of school desegregation in urban areas are identified and discussed. A review of statistical models used in desegregation research indicates that deviation models are the most appropriate for investigating short-run effects of desegregation. (Author/DB)

The article discusses a study which examined whether Black students who attended desegregated high schools were more likely to attend desegregated colleges. Data were based on a survey of 253 randomly selected Black students in Florida. Findings indicated that attendance at an integrated high school is a major variable influencing a student to…

Based on a sample of students in 11 public high schools, the article explores the relationship between class racial composition and academic outcomes for Black students under conditions including degree of friendship with Whites and characteristics of Black and White students. Concludes that the impact of interracial contact on academic outcomes…

Tests the hypothesis that school racial segregation affects the ability of Black students to set reasonable occupational goals. Questionnaire data collected from male high school seniors suggest that Whites develop the most rational occupational goals, and segregated Blacks the least. Desegregated education leads to increasingly rational…