Is Separate Still Unequal? New Evidence on School Segregation and Racial Academic Achievement Gaps

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dc.contributor.authorReardon, Sean F.en
dc.contributor.authorWeathers, Erickaen
dc.contributor.authorFahle, Erinen
dc.contributor.authorJang, Heewonen
dc.contributor.authorKalogrides, Demetraen
dc.date.accessed2020-02-02en
dc.date.accessioned2020-04-17T19:28:43Zen
dc.date.available2020-04-17T19:28:43Zen
dc.date.issued2019-09-01en
dc.description.abstractU.S. public schools are highly segregated by both race and class. Prior research shows that the desegregation of Southern schools in the 1960s and 1970s led to significant benefits for black students, including increased educational attainment and higher earnings. We do not know, however, whether segregation today has the same harmful effects as it did 50 years ago, nor do we have clear evidence about the mechanisms through which segregation affects achievement patterns. In this paper the authors estimate the effects of current-day school segregation on racial achievement gaps.en
dc.description.sponsorshipCenter for Education Policy Analysisen
dc.format.mimetypeapplication/pdfen
dc.identifier.sourceurlhttps://cepa.stanford.edu/sites/default/files/wp19-06-v092019.pdfen
dc.identifier.urihttp://hdl.handle.net/10919/97804en
dc.language.isoenen
dc.publisherCenter for Education Policy Analysisen
dc.relation.ispartofseriesWorking Paper; 19-06en
dc.rightsCreative Commons Attribution-NonCommercial-NoDerivs 3.0 United Statesen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/en
dc.subjecteducational attainmenten
dc.subjectequal opportunity in educationen
dc.subjectschool segregationen
dc.titleIs Separate Still Unequal? New Evidence on School Segregation and Racial Academic Achievement Gapsen
dc.typeArticleen
dc.type.dcmitypeTexten

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Higher Education Policy for Minorities in the United States