Stable or Changing? Racial/Ethnic Compositions in American Public Schools, 2000 to 2015

2019 ◽  
Vol 121 (9) ◽  
pp. 1-36
Author(s):  
Siri Warkentien
Keyword(s):  
Elementary Schools ◽  
Low Income ◽  
Student Population ◽  
Ethnic Composition ◽  
School Level ◽  
Racial Change ◽  
School Diversity ◽  
Public Elementary Schools ◽  
Diverse Schools ◽  
Racial Ethnic

Background/Context Trends in district and metropolitan school segregation over the past several decades have been well documented, but less attention has focused on the racial/ethnic composition changes at individual schools that generate aggregate trends. These shortcomings limit our ability to understand complex and dynamic patterns of racial/ethnic change within schools, which may in turn prevent policy interventions that could increase school diversity and direct needed educational resources to schools. Purpose/Objective/Research Question/Focus of Study This study identifies distinct trajectories of racial/ethnic change occurring in public elementary schools between 2000 and 2015 and describes the characteristics and prevalence of each trajectory. In addition, the study examines how initial levels of school poverty are associated with membership in different trajectories. Research Design This secondary data analysis relies on data from the National Center for Education Statistics Common Core of Data (CCD) and employs latent class growth analysis. Findings/Results Despite the rapidly changing demographics of the overall student population, approximately 45% of all public elementary schools in the sample had stable racial compositions between 2000 and 2015. Close to half of the remaining schools, about 25% overall, experienced racial change at such a pace that they will be completely minority isolated within the next several decades if the pace continues. In the remaining schools, the pace of racial change is sufficiently slow to maintain diverse schools for many decades. Schools experiencing rapid Hispanic growth tend to have initially higher proportions of low-income students, indicating where racial change may likely occur and where schools will become racially and socioeconomically isolated without proactive policies in place. Conclusions/Recommendations Results suggest that absent intentional interventions that target the type of change trajectories being experienced at the school level, the overall increasing diversity of the student population will not likely lead to sustainably diverse schools for the majority of students. Providing the benefits of a non-racially isolated education for all children is possible, but we must first identify the school trajectories of change and stability, then determine the most appropriate strategy for improving school diversity, and finally provide the resources and policies needed to foster and maintain diverse schools that are inclusive of all students.

scholarly journals Socioeconomic and Racial/Ethnic Disparities in Physical Activity Environments in Georgia Elementary Schools

2017 ◽  
Vol 32 (2) ◽  
pp. 453-463 ◽  
Author(s):  
Miriam E. Van Dyke ◽  
Patricia C. Cheung ◽  
Padra Franks ◽  
Julie A. Gazmararian
Keyword(s):  
Physical Activity ◽  
Elementary Schools ◽  
Online Survey ◽  
Ethnic Disparities ◽  
Ethnic Composition ◽  
P Value ◽  
Online Questionnaire ◽  
Environment Factors ◽  
Public Elementary Schools ◽  
Racial Ethnic

Purpose: This study aimed to characterize physical activity (PA) environments in Georgia public elementary schools and to identify socioeconomic status (SES) and racial/ethnic disparities in PA environments. Design: A school setting PA survey was launched in 2013 to 2014 as a cross-sectional online survey assessing PA environment factors, including facility access and school PA practices, staff PA opportunities, parental involvement in school PA, and out-of-school PA opportunities. Setting: All 1333 Georgia public elementary schools were recruited. Participants: A total of 1083 schools (81.2%) responded. Survey respondents included school administrators, physical education (PE) teachers, and grade-level chairs. Measures: Physical activity environment factors were assessed via an online questionnaire adapted from school PA surveys and articles. Analysis: The chi-square and Fisher exact analyses were conducted to examine the reporting of PA environment factors overall and by school SES, as measured by free/reduced lunch rate, and/or racial/ethnic composition. Results: Overall, many PA environment factors were widely prevalent (ie, gym [99%] or field [79%] access), although some factors such as some PA-related programs (ie, a structured walk/bike program [11%]) were less widely reported. Disparities in school PA environment factors were largely patterned by SES, though they varied for some factors by racial/ethnic composition and across SES within racial/ethnic composition categories. For example, lower SES schools were less likely to report access to blacktops and tracks ( p-value < .0001), and higher SES schools were less likely to report access to playgrounds ( p-value = .0076). Lower SES schools were also less likely to report “always/often” giving access to PE/PA equipment during recess ( p-value < .01). Lower SES and majority nonwhite schools were less likely to report having joint use agreements with community agencies ( p-value < .0001). Conclusion: This study highlights SES and racial/ethnic disparities in PA environments in Georgia public elementary schools.

scholarly journals Chronic Teacher Turnover in Urban Elementary Schools

2004 ◽  
Vol 12 ◽  
pp. 42 ◽  
Author(s):  
Kacey Guin
Keyword(s):  
Elementary Schools ◽  
Minority Students ◽  
Low Income ◽  
Teacher Turnover ◽  
Negative Relationship ◽  
School Level ◽  
Turnover Rates ◽  
High Turnover ◽  
Low Performing Schools ◽  
Organizational Challenges

This study examines the characteristics of elementary schools that experience chronic teacher turnover and the impacts of turnover on a school’s working climate and ability to effectively function. Based on evidence from staff climate surveys and case studies, it is clear that high turnover schools face significant organizational challenges. Schools with high teacher turnover rates have difficulty planning and implementing a coherent curriculum and sustaining positive working relationships among teachers. The reality of these organizational challenges is particularly alarming, given that high turnover schools are more likely to serve low-income and minority students. The negative relationship between teacher turnover and school functioning, and the fact that turbulent schools are disproportionately likely to serve lowincome and minority students have important implications for both district and school-level policies. Specifically: Teacher turnover rates are one indicator of school health, which school districts should consider when focusing on school improvements. Districts need to begin by developing the means to identify individual schools that experience high levels of teacher turnover. Current district policies in implementing professional development for teachers in low-performing schools are inefficient when teachers do not remain in the schools in which they are trained. In order for low-performing schools to improve, districts need to consider providing incentive programs so that high quality teachers apply for, and remain in, these schools. Future research is needed to address the causal link between turnover, organizational functioning and student outcomes. Additionally, there is a need for research examining district policies that may facilitate teacher turnover within a district, including how districts place and transfer teachers, as well as how teachers’ salaries are budgeted.

scholarly journals Demographic and Household Characteristics Related to Childhood Obesity in Public Elementary Schools in Penjaringan

2021 ◽  
Vol 12 (1) ◽  
pp. 12-20
Author(s):  
Yoseveline Christiani ◽  
Robi Irawan ◽  
Yunisa Astiarani
Keyword(s):  
Elementary Schools ◽  
Childhood Obesity ◽  
Low Income ◽  
Cross Sectional Study ◽  
The Body ◽  
Obesity Prevalence ◽  
Cross Sectional ◽  
Low Socioeconomic ◽  
Public Elementary Schools ◽  
Prevalence Of Obesity

Indonesia is experiencing the rise of childhood obesity prevalence, and the majority profound in low socioeconomic areas, which may aggravate the harmful impacts on the children's growth and health. This study was conducted to find significant factors of childhood obesity in low socioeconomic areas. A cross-sectional study design was carried out at two public elementary schools in Penjaringan subdistrict, North Jakarta. All students in both schools participated in the study and were selected based on inclusion criteria. A total of 731 students (grades 1 to 6) were eligible. The nutritional status was assessed by trained staff by calculating the Body Mass Index (BMI) for age and classifying the outcome based on the WHO z-scores chart. Parents filled a demographic and socioeconomic questionnaire to collect children's birthdate, parents' educational level, employment status, income, and health insurance. Logistic regression was performed to evaluate the association. The prevalence of obesity among students was 13.41%. The regression showed that male and younger students were likely to be obese. The students whose mothers were in secondary level of education, have an unemployed father, or in the low-income family (p<0.05) were more likely to be obese. The study shows that male and younger students were associated with childhood obesity. Besides, educated mothers, unemployed fathers, and families with low income tend to have obese children. The school needs to have a specific program for male and younger age students to increase healthy habits. Nutrition assessment, recommendation, and parents' involvement in school-based health programs need to be enhanced.

scholarly journals What do farmers bring to market? Exploring good types, number of vendors, and founding dates by SES and race/ethnicity

2021 ◽  
pp. 1-13
Author(s):  
Justin Schupp ◽  
Katherine Martin ◽  
Delia MacLaughlin ◽  
Eric Pfeiffer
Keyword(s):  
Low Income ◽  
Economic Status ◽  
Demographic Data ◽  
Ethnic Composition ◽  
Farmers Markets ◽  
Farmers Market ◽  
Socio Economic Status ◽  
Access To Food ◽  
Racial Ethnic ◽  
Relative Similarity

Farmers markets have been promoted as an avenue to improve access to food in neighborhoods that have been traditionally underserved by other outlets. Residents of these neighborhoods are encouraged to attend market sessions because the foods available are thought to increase access to foods that are healthier and of more variety. While previous studies have shown that farmers markets are choosing to locate in underserved areas, little research has examined how often this is occurring and what these markets offer to customers. Using survey data from 560 farmers markets across nine U.S. states and demographic data from the American Community Survey, this analysis contributes to this understanding by comparing and contrasting the founding years, number of vendors, and types of goods available at markets by neighborhood socio-economic status and racial/ethnic composition. Results show a more recent growth of farmers markets in low-income neighborhoods when compared to more affluent neighborhoods and a relative similarity of growth when looking at racial and ethnic composition. However, the types of goods available and number of vendors are significantly lower in low socio-economic status and high racial and ethnic minority neighborhoods when compared to more affluent and whiter neighborhoods. This suggests that there is continued and increasing farmers market presence in areas traditionally underrepresented, but that there is more work to be done to increase the number of vendors present and the diversity of offerings at these markets.

Light touch, heavy hand: principals and data-use PLCs

2017 ◽  
Vol 55 (4) ◽  
pp. 376-389 ◽  
Author(s):  
Alice Huguet ◽  
Caitlin C. Farrell ◽  
Julie A. Marsh
Keyword(s):  
Professional Learning ◽  
Low Income ◽  
Equal Opportunity ◽  
Data Use ◽  
Opportunity To Learn ◽  
School Level ◽  
Comparative Case Study ◽  
Data Set ◽  
Content Type ◽  
Principal's Role

Purpose The use of data for instructional improvement is prevalent in today’s educational landscape, yet policies calling for data use may result in significant variation at the school level. The purpose of this paper is to focus on tools and routines as mechanisms of principal influence on data-use professional learning communities (PLCs). Design/methodology/approach Data were collected through a comparative case study of two low-income, low-performing schools in one district. The data set included interview and focus group transcripts, observation field notes and documents, and was iteratively coded. Findings The two principals in the study employed tools and routines differently to influence ways that teachers interacted with data in their PLCs. Teachers who were given leeway to co-construct data-use tools found them to be more beneficial to their work. Findings also suggest that teachers’ data use may benefit from more flexibility in their day-to-day PLC routines. Research limitations/implications Closer examination of how tools are designed and time is spent in data-use PLCs may help the authors further understand the influence of the principal’s role. Originality/value Previous research has demonstrated that data use can improve teacher instruction, yet the varied implementation of data-use PLCs in this district illustrates that not all students have an equal opportunity to learn from teachers who meaningfully engage with data.

Experiences of Stereotyping and Tracking in Appalachia: A Case in Consolidation and Social Class

2021 ◽  
pp. 155545892098233
Author(s):  
Connor J. Fewell ◽  
Michael E. Hess ◽  
Charles Lowery ◽  
Madeleine Gervason ◽  
Sarah Ahrendt ◽  
...  
Keyword(s):  
Middle School ◽  
Elementary Schools ◽  
Social Class ◽  
School Districts ◽  
Critical Incident ◽  
School Setting ◽  
Social Classes ◽  
School Level ◽  
Diverse Backgrounds ◽  
First Time

This case explores the complexities of how consolidation perpetuates stereotypes among different social classes in a rural Appalachian school setting. Examined are the experiences at the intersection of social class in rural U.S. school districts when two communities—one affluent and one underresourced—are consolidated. We present a nuanced critical incident that focuses on how school leaders perceive and address students’ experiences with tracking and stereotyping—particularly at a middle school level where elementary schools from diverse backgrounds attend school together for the first time.

scholarly journals COVID-19-related state-wise racial and ethnic disparities across the USA: an observational study based on publicly available data from The COVID Tracking Project

BMJ Open ◽  
2021 ◽  
Vol 11 (6) ◽  
pp. e048006
Author(s):  
Zhaoying Xian ◽  
Anshul Saxena ◽  
Zulqarnain Javed ◽  
John E Jordan ◽  
Safa Alkarawi ◽  
...  
Keyword(s):  
Asian American ◽  
Alaska Native ◽  
Ethnic Disparities ◽  
Relative Difference ◽  
Ethnic Composition ◽  
Regional Patterns ◽  
Population Proportion ◽  
Asian Populations ◽  
The Usa ◽  
Racial Ethnic

ObjectiveTo evaluate COVID-19 infection and mortality disparities in ethnic and racial subgroups in a state-wise manner across the USA.MethodsPublicly available data from The COVID Tracking Project at The Atlantic were accessed between 9 September 2020 and 14 September 2020. For each state and the District of Columbia, % infection, % death, and % population proportion for subgroups of race (African American/black (AA/black), Asian, American Indian or Alaska Native (AI/AN), and white) and ethnicity (Hispanic/Latino, non-Hispanic) were recorded. Crude and normalised disparity estimates were generated for COVID-19 infection (CDI and NDI) and mortality (CDM and NDM), computed as absolute and relative difference between % infection or % mortality and % population proportion per state. Choropleth map display was created as thematic representation proportionate to CDI, NDI, CDM and NDM.ResultsThe Hispanic population had a median of 158% higher COVID-19 infection relative to their % population proportion (median 158%, IQR 100%–200%). This was followed by AA, with 50% higher COVID-19 infection relative to their % population proportion (median 50%, IQR 25%–100%). The AA population had the most disproportionate mortality, with a median of 46% higher mortality than the % population proportion (median 46%, IQR 18%–66%). Disproportionate impact of COVID-19 was also seen in AI/AN and Asian populations, with 100% excess infections than the % population proportion seen in nine states for AI/AN and seven states for Asian populations. There was no disproportionate impact in the white population in any state.ConclusionsThere are racial/ethnic disparities in COVID-19 infection/mortality, with distinct state-wise patterns across the USA based on racial/ethnic composition. There were missing and inconsistently reported racial/ethnic data in many states. This underscores the need for standardised reporting, attention to specific regional patterns, adequate resource allocation and addressing the underlying social determinants of health adversely affecting chronically marginalised groups.

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