i. Summarize how your finding respond to the research questions
ii. What future studies could focus on to advance our understanding of this issue?
Up to two paragraphs including a reference page.
No cover page needed
School
Segregation
is Alive and Well: Race, Income and Reform
Jack
Alcineus, Adiba Chowdhury, Kimberly Jean-Charles & Leong Pang
MPA
7
9
8
and MPA 799
Mentor: Dr. Bakry Elmedni
Instructor: Dr. Helisse Levine
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Table of Contents
Introduction
Unresolved Problem
Subproblems
Nature of Problem
Purpose Statement
Importance of Research
Study Objectives
Definition of Key Terms
Literature Review
Conceptual Framework
Research Questions
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Study Hypotheses
Assumptions/Scope/Delimitations
Research Methodology
Study Variables
Validity/Reliability of Data
Findings/Results
Discussion of Findings
References
Jack
Introduction
The Brown vs. Board of Education trial in 19
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was a landmark case that deemed racial segregation of schools in the United States to be unconstitutional (Brown v. Board of Ed, 1954).
Sixty years later, segregation in NYC public schools has become a growing trend.
“Out of 895 slots in Stuyvesant High School’s freshman class, only seven slots were offered to Black students” (Shapiro, 2
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9)
Household income and educational funding appear to have been the driving forces of this trend.
Source: Brown v. Board of Education of Topeka,
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47 U.S. 483 (1954); Shapiro, E. (2019, March 2
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). Segregation Has Been the Story of New York City’s Schools for 50 Years. Retrieved from https://www.nytimes.com/2019/
03
/26/nyregion/school-segregation-new-york.html?auth=link-dismiss-google1tap
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KIM
Unresolved Problem
Despite the national and local efforts for social and cultural integration, public schools in NYC, the biggest school district in the country, are now more segregated today compared to when segregation was legal.
Within the last decade, segregation driven by household income and funding formula has become so prevalent that it has caused a public outcry which has prompted policymakers to search for a proper solution.
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Source: Source: Brown v. Board of Education of Topeka, 347 U.S. 483 (1954); Shapiro, E. (2019, March 26). Segregation Has Been the Story of New York City’s Schools for 50 Years. Retrieved from https://www.nytimes.com/2019/03/26/nyregion/school-segregation-new-york.html?auth=link-dismiss-google1tap
JACK
Subproblems
Household income affects the type of neighborhood that a family lives in that determines which public school their children attends.
The funding formula used by school districts determine the amount of resources allocated to each New York City public school.
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Jack
Nature of the Problem
Magnitude
School resegregation is a socioeconomic issue that not only affects the quality of education children receive based on where they attend school, but has also had far reaching implications in areas pertaining to social equity and social harmony.
Timeliness
Lack of meaningful integration has always been a concern for policymakers, but the level of school resegregation seen in the past decade has caused loud public outcry.
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Source: The Fight to Desegregate New York Schools. (2019, October 18). Retrieved from https://www.nytimes.com/2019/
10
/18/the-weekly/nyc-schools-segregation.html
ADIBA
Levine Feedback: add citations
Purpose Statement
The purpose of this study is to determine whether the level of household income and funding formula used to allocate resources to schools across the city contribute to the resegregation of public schools in New York City.
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JACK
Importance of the Research
As public administrators, it is important to examine the causes driving resegregation of public schools in NYC so as to understand their immediate and long-term implications such as:
Low graduation rates of minority students
Large academic achievement gaps
Limited educational and career opportunities for minority students
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Source: Dalton, J. C., & Crosby, P. C. (2015). Widening income inequalities: Higher education’s role in serving low income students. Journal of College and Character, 16(1), 1-8. doi:http://0-dx.doi.org.liucat.lib.liu.edu/10.1080/2194587X.2014.992914
ADIBA
Levine Feedback: add a source
Study Objectives
To explore the role that household income has played in school resegregation within NYC in the past ten years.
To determine if the funding formula the city uses to allocate resources contributes to school resegregation across NYC.
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KIM
Segregation
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The institutionalized separation of an ethnic, racial,
or other minority groups from the dominant majority (Farley, Frey, 1996).
Household Income
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The combined total gross income of every member in a household who is 15 years and older (Kagan, 2019).
Resegregation
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A demographic change that leads to an increase of minority schools or schools concentrated with poverty. In turn, expanding the gap between minority and Caucasian students within the school population (Burr, 2018).
Funding Formula
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The way NYC department of education allocates resources to various school districts in the city (Mezzacappa, 2014).
Definition of Key Terms
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Literature Review
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SOURCE PURPOSE METHODS FINDINGS
Conger (2005) The goal of this study is to examine segregation in NYC public elementary schools across ethnic groups, grades, boroughs and years. The author relies on public school student-level data obtained from the NYC Department of Education. The findings showed that the segregation that existed in school districts are two to five times higher than when students are randomly assigned to their classrooms. It was found that Hispanics are the most isolated group.
Epps (2010) To improve the quality of school systems through the modifications on the amount of fiscal resources allocated to schools. An independent sample t-test was done to compare the improvement seen in schools from the southern region of the U.S. from 2000 to 2006. The formula used for the allocation of resources was able to significantly help schools improve their quality of education.
Rosiek and Kinslow (2016) This study exposes the reality of systematic racial resegregation occurring in U.S. public schools. The authors interview students, educators and parents in the Riverton school district over a ten year period. The findings showed that Black students at Union High were not properly acknowledged by the school staff and did not provide the proper assistance to address the discrimination and segregation that was present within the school.
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Conceptual Framework
LEONG
Research Questions
What effect has household income had on resegregation of public schools in NYC within the past ten years?
In what ways does the funding formula used by the city contribute to resegregation of public schools in NYC?
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LEONG
Hypotheses
H1: Children from low-income households located in minority concentrated neighborhoods are more likely to attend segregated public schools in NYC.
H2: Public schools located in minority-concentrated neighborhoods are likely to receive less funding per student compared to public schools located in majority white neighborhoods.
H0: There is no relationship between household income and resegregation in NYC public schools.
H0: There is no relationship between the funding formula and public school resegregation in NYC public schools.
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Adiba
Literature Study Hypotheses
A study by Sosina and Weathers (2019) shows that Black-White racial segregation increases over time, which leads to disparities in educational expenditures. It was found that educational funding for White students were higher than that of Black students. H1: Schools with a high number of Black students are likely to receive less funding per student, as to a school with a high number of White students.
A study by Kurlaender, Reardon and Yun (2006) shows that due to income inequality within Black and White students, high levels of racial segregation are present in urban school districts. H2: Black students from low income households will attend a segregated school district.
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Study Hypotheses
Delimitations
Scope, this study is limited to:
New York City public school districts, excluding charter schools.
The time frame 2000 – 2020.
Role of household income and funding formula.
The study will not cover segregation in other cities or states.
The study will not explore other factors that might be driving segregation.
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LEONG
Research Methodology
Design: Mixed Methods – Quantitative & Meta-Analysis
Exploratory study using mixed methods.
Quantitative: Data Processing
To examine the relationship between household income and resegregation in NYC public schools.
To examine the relationship between the the amount of resources allocated by the state to each district and resegregation in NYC public schools.
Qualitative: Meta-Analysis
Using 25 peer reviewed articles, conduct systematic review and quantify how many support the independent and dependent variables.
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Kim
Research Methodology cont.
Data Analysis:
Pearson Correlation Design
Meta-Analysis
Unit of Analysis:
Average median household income for White students and minority students.
Amount of funding per student for White students and minority students.
Racial disparities within each district
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Data Sources:
NYC Department of Education Expenditure Reports
New York State Education Department
U.S. Census Bureau
Time Dimension of Study Design:
Longitudinal Study
Kim
Study Variables
Variables Conceptualization Operationalization Data Source
Independent
Variable Individual Household Income The combined total gross income of every member in a household who is 15 years and older. Average Median Household Income for White students, Black students and minority students U.S. Census Bureau
NYC Public School Funding Formula The way NYC department of education allocates resources to various school districts in the city. Amount of funding per student for White students, Black students and minority students NYC Department of Education Expenditure Reports
Dependent
Variable Level of Segregation in NYC Public Schools The institutionalized separation of an ethnic, racial,
or other minority groups from the dominant majority. Percentage of White, Black and Minority (Black, Asian/Pacific Islander, Hispanic, American Indian/Alaska Native, and Multiracial) Students per District NYS Education Department
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JACK
Data Analysis
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District Makeup
Sources: Calgary, O. (n.d.). School Districts. Retrieved from https://data.cityofnewyork.us/Education/School-Districts/r8nu-ymqj;
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Adiba
Validity & Reliability of Results
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H1: Children from low-income households located in minority concentrated neighborhoods are more likely to attend segregated public schools in NYC. White: p = 0.575 > 0.05
Black: p = – 0.071 < 0.05
Minority: p = - 0.575 < 0.05
Fail to Reject
H2: Public schools located in minority-concentrated neighborhoods are likely to receive less funding per student compared to public schools located in majority white neighborhoods. White: p = - 0.498 < 0.05
Black: p = 0.497 > 0.05
Minority: p = 0.498 > 0.05
Reject
Correlation Results for White Students
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Positive correlation between White students and Household Income
As the percentage of White students increase in a district, the median household increases.
Negative correlation between White students and Funding per Student.
As the percentage of White students increase in a district, the funding per student decreases.
Correlation Results for Black Students
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Negative correlation between Black students and Household Income
As the percentage of Black students increase in a district, the median household decreases.
Positive correlation between Black students and Funding per Student
As the percentage of Black students increase in a district, the funding per student increases.
Correlation Results for Minority Students
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Negative correlation between Minority students and Household Income
As the percentage of minority students increase in a district, the median household decreases.
Positive correlation between Minority students and Funding per Student
As the percentage of minority students increase in a district, the funding per student increases.
Meta- Analysis
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A quantitative analysis was attempted, but we failed to secure enough articles in regard to the variables being studied.
Discussion of Findings
RELATIONSHIP BETWEEN MEDIAN HOUSEHOLD INCOME AND SEGREGATION
The results show that the lower the household income within a district, the greater the percentage of Black/minority students. This shows that median household income influences segregation within each New York City public school district.
RELATIONSHIP BETWEEN FUNDING PER STUDENT AND SEGREGATION
Contrary to what we initially thought, the results show that the greater the percentage of Black/minority students within the district, the greater the funding per student. This shows that there is no relationship between funding per student and segregation within New York City public school districts.
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Discussion of Findings cont.
Household Income
Districts that have a low median household income has a high percentage of minority students and a low percentage of white students.
Districts that have a high median household income has a higher percentage of white students than a district with a low median household income.
Funding per Student
Due to the funding formula created for New York City public schools, funding per student ranged between $19,000 to $30,000.
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HH INCOME- It was seen that in districts where the median household income is low, there is a large percentage of minority students present and a low percentage of white students present. Whereas, when the median household income is significantly higher than most of the other districts, the percentage of white students in the district is much higher than it would be in a district with a low median household income.
FUNDING- We realized that due to the funding formula created for New York City public schools, funding per student was fairly similar throughout all the districts. The funding per student varied within the range of, $19,000 – $30,000.
Conclusion
Segregation in New York City public schools is related to the differences in median household income throughout New York City districts.
Recommendations
For future studies, researchers should look into how charter schools can contribute to the resegregation of public schools.
Charter schools are likely to be segregated since they have pinpointed the lowcomings of public schools and have the freedom to make changes accordingly.
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Charter schools are likely to be segregated because they started as a way to solve the failure of public schools and they have the freedom of deciding who to admit.
Charter schools are publicly funded, but privately managed.
References
Anderson, M.W. (2004). Colorblind Segregation: Equal Protection as bar to Neighborhood Integration. California Law review, 92 (841), 843-890
Bischoff, K., & Reardon, S.F. (2013) Residential Segregation by Income, 1970-2009. US 2010 Project. Retrieved from:
http://www.s4.brown.edu/us2010/Projects/Reports.htm
Brown, C. A. (2007). Are America’s Poorest Children Receiving Their Share of Federal Education Funds? School-Level Title I Funding in New York, Los Angeles, and Chicago. Journal of Education
Finance, 33(2), 130–146.
Brown v. Board of Education of Topeka, 347 U.S. 483 (1954); Shapiro, E. (2019, March 26). Segregation Has Been the Story of New York City’s Schools for 50 Years.
Retrieved from https://www.nytimes.com/2019/03/26/nyregion/school-segregation-new-york.html?auth=link-dismiss-google1tap
Burr, K. H. (2018). Separate but (un)equal: A review of resegregation as curriculum: The meaning of the new racial segregation in U.S. public schools. The Qualitative
Report, 23(7), 1773-1776. Retrieved from http://0-search.proquest.com.liucat.lib.liu.edu/docview/2256508400?accountid=12142
Conger, D. (2004). Understanding Within-School Segregation in New York City Elementary Schools. Educational Evaluation and Policy Analysis, 27 (3) 225-244
Demonte, J., & Hanna, R. (2014) Looking at the Best Teachers and Who They Teach Poor Students and Students of Color are Less Likely to Get Highly Effective
Teaching, Center for American Process. Retrieved from: https://www.americanprogress.org/wp-content/uploads/2014/04/TeacherDistributionBrief1
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Frey, W. H., & Farley, R. (1996). Latino, Asian, and Black Segregation in U.S. Metropolitan Areas: Are Multiethnic Metros Different? Demography, 33(1), 35-50.
Kagan, J. (2020, January 29). Household Income Definition. Retrieved from https://www.investopedia.com/terms/h/household_income.asp;
Mezzacappa, D., Mezzacappa, D., Dale, & Dale. (2014, October 2). What is a state education funding formula? Retrieved from
https://thenotebook.org/articles/2014/10/02/what-is-a-state-education-funding-formula/
Owens, A., Reardon, S., & Jencks, C. (2016). Income Segregation Between Schools and School Districts. American Educational Research Journal, 53(4), 1159-1197.
Retrieved from www.jstor.org/stable/24751626
Reardon, S. F., Yun, J. T., & Kurlaender, M. (2006). Implications of income-based school assignment policies for racial school segregation. Educational Evaluation and Policy Analysis, 28(1),
49-75. Retrieved from http://0-search.proquest.com.liucat.lib.liu.edu/docview/197218487?accountid=12142
Shapiro, E. (2019, March 26). Segregation Has Been the Story of New York City’s Schools for 50 Years. Retrieved from
Sosina, V. E., & Weathers, E. S. (2019). Pathways to inequality: Between-district segregation and racial disparities in school district expenditures. AERA Open, 5(3) doi:http://0-dx.doi.org.liucat.lib.liu.edu/10.1177/2332858419872445
The Fight to Desegregate New York Schools. (2019, October 18). Retrieved from https://www.nytimes.com/2019/10/18/the-weekly/nyc-schools-segregation.html
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Thank You !
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