E(race)ing Inequities: The State of Racial Equity in North Carolina Public Schools

• In Event: Moscone Center West Roundtable Session 6
  In Roundtable Session: Quantitative Studies on Intersectionalities and Difference

Abstract

Race/ethnicity conditions students’ access to educational resources and opportunities, and therefore has been and remains a persistent and powerful predictor of virtually every measure of student success in school. Despite this recognition, it is difficult to find convincing evidence that comprehensive assessment of, and sustained attention to embedded and systematic racial/ethnic inequities are a part of the ordinary conduct of public education in the United States. We assess the state of racial equity in North Carolina public schools through an analysis of over 30 indicators of access, opportunity, achievement, and attainment amongst all designated racial/ethnic groups. We find that race is a powerful predictor of students’ educational experiences and tends to systematically accumulate educational disadvantage amongst non-Asian students of color.

Authors

• Nicholas Paul Triplett, University of North Carolina - Charlotte

• James Ford, University of North Carolina - Charlotte