Conclusion/ School seg in public schools @Sheena A+ Easton

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School Segregation is Alive and Well: Race, Income and Reform

Jack Alcineus, Adiba Chowdhury, Kimberly Jean-Charles & Leong Pang

MPA 798 and MPA 799

Mentor: Dr. Bakry Elmedni

Instructor: Dr. Helisse Levine

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

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 1954 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, 2019)

Household income and educational funding appear to have been the driving forces of this trend.

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

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.

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.

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.

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.

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

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.

KIM

Segregation

The institutionalized separation of an ethnic, racial,

or other minority groups from the dominant majority (Farley, Frey, 1996).

Household Income

The combined total gross income of every member in a household who is 15 years and older (Kagan, 2019).

Resegregation

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

The way NYC department of education allocates resources to various school districts in the city (Mezzacappa, 2014).

Definition of Key Terms

Literature Review

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.

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?

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.

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.

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.

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.

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

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

JACK

Data Analysis

District Makeup

Sources: Calgary, O. (n.d.). School Districts. Retrieved from https://data.cityofnewyork.us/Education/School-Districts/r8nu-ymqj;

Adiba

Validity & Reliability of Results

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

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

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

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

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.

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.

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.

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.pdf

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

https://www.nytimes.com/2019/03/26/nyregion/school-segregation-new-york.html?auth=link-dismiss-google1tap

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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