The Differing Dynamics of School Segregation Over Time: The Importance of Local Context

• In Event: 106 - Open Refereed Roundtable Session I
  In Refereed Roundtable: Open Refereed Roundtable. A. Table 01. Class, Race, and Education

Abstract

How has racial school segregation in the United States changed over the last few decades? More specifically, how does school district context mediate these segregation patterns? Using the National Center for Education Statistic’s (NCES) Common Core of Data, patterns of school segregation are analyzed from public schools and public school districts across the United States from 1987 to 2006. Hierarchical Linear Modeling (HLM) is used to conduct a three-level longitudinal analysis. Although initial models showcase converging levels of racial segregation between schools of different poverty levels, this trend is actually shown to be one of diverging segregation once district variation is accounted for. These findings highlight the importance of subnational context, particularly the aggregate intersection of race and poverty within school districts.

Author

• Jared Strohl, State University of New York-Buffalo