Student Mobility, Segregation, and Achievement Gaps: Evidence From a Large Urban School District

• In Event: Roundtable Session 7
  In Roundtable Session: Considering the Impact of School Segregation and Student Mobility on Educational Opportunity and Student Achievement

Abstract

This paper provides a descriptive analysis of racial, income and achievement segregation in Clark County, Nevada and examines the relationship between student mobility and school segregation within a large urban school district. The results indicate that racial segregation was low to moderate as unevenness increased and isolation decreased over the period of study. Hispanic students were the most segregated racial/ethnic group in the school district. Income segregation was also moderate but income segregation decreased over time. Similarly, racial achievement gaps increased and the income achievement gap declined over time. The results suggest that more segregated schools typically have smaller within-school achievement gaps, a lower proportion of proficient students and higher non-structural mobility rates than less segregated schools.

Author

• Richard Welsh, University of Georgia