ERIC Number: EJ1351619
Record Type: Journal
Publication Date: 2022-Oct
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0038-0407
EISSN: EISSN-1939-8573
Spatial Mismatch and the Share of Black, Hispanic, and White Students Enrolled in Charter Schools
Sociology of Education, v95 n4 p276-301 Oct 2022
How are patterns of segregation related to families' engagement in public-school choice policies across U.S. metropolitan areas? This article examines how segregation in urban public schools and the spatial mismatch between school-age children and relatively high-performing schools relate to the shares of Black, Hispanic, and White students enrolled in charter schools, one particular school choice mechanism. Drawing on Core-Based Statistical Area-level data, I find that charter-school enrollment among Black students is positively associated with spatial mismatch. As the degree of geographic imbalance between Black and, to a lesser extent, Hispanic school-age children and high-performing schools increases, so too does the share of Black and Hispanic students who enroll in charter schools. There is no such relationship for White students, whose enrollment in charter schools is higher when school segregation is relatively low--that is, when they would be more likely to attend neighborhood public schools with Black children.
Descriptors: Urban Schools, Public Schools, Racial Segregation, Human Geography, Elementary School Students, High School Students, Blacks, African American Students, Hispanic American Students, White Students, Charter Schools, School Choice, Enrollment Rate, Physical Geography, School Effectiveness, High Achievement
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; High Schools; Secondary Education; Early Childhood Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A