scholarly journals The role of geography in school segregation in the free parental choice context of Dutch cities

Urban Studies ◽  
2019 ◽  
Vol 56 (15) ◽  
pp. 3074-3094 ◽  
Author(s):  
Willem R Boterman
Keyword(s):  
Residential Segregation ◽  
School Context ◽  
School Segregation ◽  
Residential Patterns ◽  
Choice Context ◽  
Current Trends ◽  
Highly Correlated ◽  
Primary School Pupils ◽  
Dutch Cities

School segregation and residential segregation are generally highly correlated. Cities in the Netherlands are considered to be moderately segregated residentially, while the educational landscape is choice-based but publicly funded. This article analyses how school and residential segregation are interrelated in the educational landscape of Dutch cities. Drawing on individual register data about all primary school pupils in the 10 largest cities, it demonstrates that segregation by ethnicity and social class is generally high, but that the patterns differ strongly between cities. By hypothetically allocating children to the nearest schools, this article demonstrates that even in a highly choice-based school context school segregation is to a large extent the effect of residential patterns. The role of residential trends, notably gentrification, is therefore crucial for understanding the differences in current trends of school segregation across Dutch urban contexts.

The Role of Residence in School Segregation: Placing the Impact of Parental Choice in Perspective

2001 ◽  
Vol 33 (10) ◽  
pp. 1829-1852 ◽  
Author(s):  
Chris Taylor ◽  
Stephen Gorard
Keyword(s):  
United Kingdom ◽  
Residential Segregation ◽  
Parental Choice ◽  
School Segregation ◽  
Number Of Children ◽  
The United Kingdom ◽  
Catchment Areas ◽  
Socioeconomic Segregation ◽  
The Impact

There have been many claims that the introduction of parental choice for schools in the United Kingdom would lead to further socioeconomic segregation between schools. However, little evidence of this has actually emerged. Instead during the first half of the 1990s, in particular, the number of children living in poverty became more equally distributed between UK secondary schools. Part of the explanation for this lies with the prior arrangements for allocating children to schools, typically based upon designated catchment areas. In this paper we argue that the degree of residential segregation that exists in England ensured that schools were already highly segregated before the introduction of market reforms to education, and has continued to be the chief determinant of segregation since. We then suggest that the School Standards and Framework Act 1998, which advocates a return to the use of catchment areas and distance to school when allocating places in oversubscribed schools, may be leading inadvertently to increased socioeconomic segregation between schools.

scholarly journals Segregated Neighborhoods, Segregated Schools: Do Charters Break a Stubborn Link?

Demography ◽  
2021 ◽  
Vol 58 (2) ◽  
pp. 471-498
Author(s):  
Peter Rich ◽  
Jennifer Candipan ◽  
Ann Owens
Keyword(s):  
Public School ◽  
School Choice ◽  
Charter Schools ◽  
Residential Segregation ◽  
Hispanic Students ◽  
National Sample ◽  
School Segregation ◽  
Residential Patterns ◽  
Public School Choice ◽  
Using Data

Abstract Residential and school segregation have historically mirrored each other, with school segregation seen as simply reflecting residential patterns given neighborhood-based school assignment policy. We argue that the relationship is circular, such that school options also influence residential outcomes. We hypothesize that the expansion of charter schools could simultaneously lead to an increase in school segregation and a decrease in residential segregation. We examine what happens when neighborhood and school options are decoupled via public school choice in the form of charter schools using data from the census and the Common Core of Data on a national sample of more than 1,500 metropolitan districts. We find that Black-White school segregation increased and residential segregation declined in response to increases in the charter enrollment share from 2000 to 2010. In districts with charter schools, the average increase in the charter enrollment share corresponded to a 12% increase in school segregation and 2% decline in residential segregation. We find no relationship between charter school expansion and school segregation between White and Hispanic students, perhaps because Hispanic students attend more racially diverse charters than White or Black students. White-Hispanic residential segregation declined as charter enrollment increased. Our results demonstrate that educational policy is consequential for both school and neighborhood population processes. When these two contexts are decoupled via public school choice, school and neighborhood segregation patterns move in opposite directions, rather than mirroring each other. Our findings also provide a cautionary lesson for unfettered expansion of choice without integration imperatives.

Housing Segregation and School Desegregation

1995 ◽  
Author(s):  
David J. Armor
Keyword(s):  
Social Science ◽  
Residential Segregation ◽  
School Desegregation ◽  
Social Science Research ◽  
Science Research ◽  
School Segregation ◽  
The Social ◽  
Housing Segregation ◽  
The Relationship

The issue of residential segregation has had a long history in the development of school desegregation laws and policies. Most social scientists and jurists would agree that school segregation is closely associated with racial segregation in housing, particularly in larger school systems. Residential segregation can give rise to school segregation between school systems, such as that existing between a predominantly minority city school system and its predominantly white suburban systems, and within a single school system when a neighborhood school policy reflects segregated residential patterns. The debate over the relationship between housing and school segregation arises, however, not from the mere fact of association, but from the causal interpretations applied to this association. Two major issues have framed the debates over this relationship. One issue concerns the causes of housing segregation itself, whether it arises primarily from discriminatory actions, either public or private, or from a complex set of social, economic, and demographic forces in which discrimination plays only a secondary role. The second issue focuses on the causal connections between school segregation and housing segregation and the direction of the causal relationship: the extent to which a neighborhood school policy actually contributes to housing segregation (rather than simply reflecting it) and the extent to which school desegregation contributes to integrated housing choices. On these points there is sharp disagreement between and within the social science and legal communities. The debates within the social science and legal communities have had reciprocating influences. On the one hand, a considerable amount of research on housing segregation has been generated by school desegregation litigation. On the other, a number of court decisions about the role of housing in school desegregation cases have been influenced by social science research and expert testimony. Thus the relationship between judicial policy and social science research is well illustrated by the housing segregation issue. The role of residential segregation in school desegregation law has itself passed through several stages during the past thirty years of school desegregation litigation.

RESIDENTIAL SEGREGATION BY HILL-CLIMBING AGENTS ON THE POTENTIAL LANDSCAPE

2008 ◽  
Vol 11 (06) ◽  
pp. 875-899 ◽  
Author(s):  
JAE KYUN SHIN ◽  
MARK FOSSETT
Keyword(s):  
Residential Segregation ◽  
Urban Areas ◽  
Theoretical Models ◽  
Hill Climbing ◽  
Residential Patterns ◽  
Discrete Dynamic System ◽  
Ethnic Residential Segregation ◽  
Move Condition ◽  
Spatial Locations

Ethnic residential segregation is common in urban areas and is especially pronounced in metropolitan areas of the US. Many factors contribute to these residential patterns. The potential role of ethnic preferences has received increasing attention in recent years, but the development of theoretical models has been limited in many respects. This study seeks to extend the understanding of the possible role of ethnic preferences by investigating an agent-based model that introduces the concept of spatial potential — the desirability of particular spatial locations — as a competing preference. The distribution of spatial potential is varied from convex to concave distributions on the city landscape to investigate the resulting impact on patterns of segregation. Three types of zones are identified in the model city, namely the minority ghetto, the majority ring, and the integrated ring. The present model is considered to be an example of a discrete dynamic system that is characterized by its random move condition and its definition on the grid system. Insights from analytic approaches are explored in the context of the new dynamics to gain a better understanding of the emergent patterns of the system.

scholarly journals Predicting direct and indirect aggression based on gender and temperament in first-grade primary school pupils

2015 ◽  
Vol 47 (1) ◽  
pp. 81-108
Author(s):  
Jovana Trbojevic ◽  
Natasa Perisic ◽  
Milica Lazic ◽  
Jelica Petrovic
Keyword(s):  
Primary School ◽  
Peer Relations ◽  
School Context ◽  
First Grade ◽  
Indirect Aggression ◽  
Level Of Activity ◽  
High Level ◽  
Primary School Pupils ◽  
Class Teacher

The research explores the role of gender and temperament in explaining direct and indirect aggression in first-grade primary school pupils. It is precisely at this age that some forms of aggression - which have been tolerated previously - become unsuitable in the school context and in peer relations. Due to the complexity of the topic, direct and indirect aggression were taken as relevant forms of aggression. Research participants were 146 first-grade primary school pupils and four class teachers. In order to assess pupils? direct and indirect aggression we constructed the Scale for assessing aggression by the class teacher, and to assess pupils? temperament we used a modified Scale for assessing temperament by the class teacher. Research results have revealed that at this age boys exhibit a higher level of both direct and indirect aggression. In order to determine the predictive value of temperament for pupils? aggression, in addition to gender, the predictive model also included two types of temperament obtained based on factor analysis: active-inconsistent and passive-focused temperament. Direct aggression is best predicted by gender and both types of temperament, with the following dimensions as the most prominent: low adaptability, high level of activity and high distractibility. In the case of indirect aggression, both types of temperament proved to be significant predictors, with the following dimensions as the most prominent: high intensity of reaction and high level of activity. The results of moderation analysis have suggested that only the interaction of gender and active-inconsistent temperament is significant for explaining both types of aggression. The practical and theoretical implications of these findings are discussed further in the text.

Value Meanings of the Modern Textbook of the Russian Language

2018 ◽  
Vol 79 (8) ◽  
pp. 7-10 ◽  
Author(s):  
A. D. Deikina
Keyword(s):  
Original Work ◽  
School Education ◽  
Russian Language ◽  
Educational Strategy ◽  
Personal Meanings ◽  
Current Trends ◽  
Modern Textbook ◽  
The Russian Language

Analysis of the current trends in the teaching of the Russian language allows to assert the value of the category of values in the educational strategy. In the context of orientation of the textbook to modern requirements the role of the text in the characteristic of language as an expression of value and personal meanings is emphasized. Providing personal and humanistic thinking and the formation of value view of students in the Russian language is more successful on a wide background of text material by stimulating a variety of ways of original work of students. Its predicted results are closely related to the awareness of the value of the Russian language. Attention is paid to the resources associated with the organization of open educational space on the basis of axiological ideas as the leading in the theory of school education and textbook.

Composition and characteristics of the financial statements elements in accordance with IFRS

2020 ◽  
pp. 36-42
Author(s):  
Mohammad Tariq Jassim
Keyword(s):  
Financial Reporting ◽  
Financial Statements ◽  
International Financial Reporting Standards ◽  
International Accounting ◽  
Reporting Standards ◽  
Financial Reporting Standards ◽  
Current Trends ◽  
Similarities And Differences ◽  
Qualitative Characteristics

In a market economy, the role of International Financial Reporting Standards is increasing. In order to understand their significance in modern conditions it seems necessary to consider the peculiarities of evolution of IFRS formation. The article reflects actual issues concerning the role and significance of International Accounting and Reporting Standards in modern conditions. The author has defined the necessity of applying International Accounting and Reporting Standards by Russian companies. The article highlights the main elements and users of financial statements prepared on the basis of IFRS, and analyzes the similarities and differences that exist in the formation of financial statements, based on the requirements of IFRS and RAS. The main qualitative characteristics of financial statements are considered in detail. Based on the results of the research, the author has identified current trends in the transition to international financial reporting standards.

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