The Efficiency of Race-Neutral Alternatives to Race-Based Affirmative Action: Evidence from Chicago’s Exam Schools

2021 ◽  
Vol 111 (3) ◽  
pp. 943-975
Author(s):  
Glenn Ellison ◽  
Parag A. Pathak
Keyword(s):  
Public Schools ◽  
Affirmative Action ◽  
Low Income ◽  
Racial Diversity ◽  
Chicago Public Schools ◽  
Low Income Students ◽  
Minority Representation ◽  
Student Preparedness ◽  
University Systems ◽  
K 12

Several K-12 and university systems have adopted race-neutral affirmative action in place of race-based alternatives. This paper explores whether these plans are effective substitutes for racial quotas in Chicago Public Schools (CPS), which now employs a race-neutral, place-based affirmative action system at its selective exam high schools. The CPS plan is ineffective compared to plans that explicitly consider race: about three-quarters of the reduction in average entrance scores at the top schools could have been avoided with the same level of racial diversity. Moreover, the CPS plan is less effective at adding low-income students than was the previous system of racial quotas. We develop a theoretical framework that motivates quantifying the inefficiency of race-neutral policies based on the distortion in student preparedness they create for a given level of diversity and use it to evaluate several alternatives. The CPS plan can be improved in several ways, but no race-neutral policy restores minority representation to prior levels without substantially greater distortions, implying significant efficiency costs from prohibitions on the explicit use of race. (JEL H75, I21, I28, J15)

scholarly journals Acesso de indígenas e quilombolas na Universidade Estadual de Feira de Santana - UEFS

2019 ◽  
Vol 16 (31) ◽  
pp. 176
Author(s):  
Otto Vinicius Agra Figueiredo
Keyword(s):  
Higher Education ◽  
Public Schools ◽  
Affirmative Action ◽  
Low Income ◽  
Racial Diversity ◽  
State University ◽  
Low Income Students ◽  
Documentary Analysis ◽  
Educational Inclusion ◽  
The University

O artigo se insere na área de estudo das políticas de ações afirmativas no ensino superior brasileiro caracterizadas pela inclusão de estudantes negros, de baixa renda, oriundos de escolas públicas, indígenas e quilombolas. O principal objetivo é analisar parte dos dados sobre o acesso de estudantes indígenas e quilombolas na Universidade Estadual de Feira de Santana (UEFS). Utilizou-se de pesquisa bibliográfica, que apresenta lacunas quanto à produção científica sobre a presença de indígenas e quilombolas nas universidades brasileiras, bem como análise documental, notadamente o Relatório da Política de Ações Afirmativas da UEFS: o sistema de reserva de vagas (2007-2017). Os resultados apontam que as ações afirmativas têm potencial para promover a diversidade social e étnico-racial na universidade, mas no caso da UEFS, no período analisado, os dados indicam que a reserva de vagas não garantiu a inclusão de indígenas e quilombolas de forma satisfatória. Aponta-se a importância de estudos que respondam aos desafios da inclusão educacional de indígenas e quilombolas no ensino superior brasileiro. Abstract: The article is part of the study area of affirmative action policies in Brazilian higher education characterized by the inclusion of black low income students from public schools, indigenous and quilombolas. The main objective is to analyze part of the data about the access of indigenous and quilombolas students at the State University of Feira de Santana (UEFS). We used bibliographic research, which presents gaps in the scientific production about the presence of indigenous and quilombolas in Brazilian universities, as well as documentary analysis, notably the UEFS Affirmative Action Policy Report: the reserve system of vacancies (2007- 2017). The results indicate that affirmative actions have the potential to promote social and ethnic-racial diversity in the university, but in the case of UEFS, in the analyzed period, the data indicate that the reservation of vacancies did not guarantee the inclusion of natives and quilombolas in a satisfactory way . It is pointed out the importance of studies that respond to the challenges of the educational inclusion of natives and quilombolas in Brazilian higher education.

scholarly journals The Segregation of American Teachers.

2009 ◽  
Vol 17 ◽  
pp. 1 ◽  
Author(s):  
Erica Frankenberg
Keyword(s):  
English Language Learners ◽  
Public Schools ◽  
Low Income ◽  
English Language ◽  
White Teachers ◽  
Racial Diversity ◽  
Highly Qualified ◽  
Low Income Families ◽  
K 12 ◽  
Teaching Force

Data from a unique new survey of over 1,000 teachers in K-12 public schools across the country show that our teaching force is largely segregated. Using this new dataset, I find that teachers of different races are teaching students of very different racial composition, adding an extra dimension to growing student racial segregation. White teachers comprise an overwhelming majority of the nation's teachers. Yet at the same time, they were the least likely to have had much experience with racial diversity and remain remarkably isolated. The typical African American teacher teaches in a school were nearly three-fifths of students are from low-income families while the average white teacher has only 35% of low-income students. Latino and Asian teachers are in schools that educate more than twice the proportion of English language learners as schools of white teachers. Nonwhite teachers and teachers who teach in schools with high percentages of minority or poor students are more likely to report that they are contemplating switching schools or careers. The article concludes with recommendations for diversifying the teaching force and ensuring that schools serving students of all backgrounds have a racially integrated, highly qualified faculty.

A New Understanding of our Confusion

2017 ◽  
pp. 582-604 ◽  
Author(s):  
Christopher Seals ◽  
Akesha Horton ◽  
Inese Berzina-Pitcher ◽  
Punya Mishra
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Growth And Development ◽  
Selection Process ◽  
Development Program ◽  
Chicago Public Schools ◽  
Holistic View ◽  
Stem Instruction ◽  
K 12 ◽  
The U.S

This chapter discusses the philosophies and practices that drive the MSUrbanSTEM Leadership & Teaching Fellowship Program. This multi-year project offers a professional development program to a selected cohort of K-12 STEM educators from Chicago Public Schools, one of the largest urban districts in the U.S. This chapter provides a holistic view of the program, shares the fellow selection process, and focuses on the strategically developed curriculum and the theoretical bases for the chosen pedagogy. This allows the authors to explore the psychological and philosophical principles, based on the idea of accepting confusion, and embracing failure in beliefs about pedagogy and STEM instruction, which are used to expand the skills and abilities of these selected urban school teachers. Finally, we provide some initial findings about the teachers' growth and development both in their efficacy and leadership abilities.

scholarly journals University-Partnered New School Designs: Fertile Ground for Research–Practice Partnerships

2017 ◽  
Vol 46 (3) ◽  
pp. 143-146 ◽  
Author(s):  
Karen Hunter Quartz ◽  
Rhona S. Weinstein ◽  
Gail Kaufman ◽  
Harold Levine ◽  
Hugh Mehan ◽  
...  
Keyword(s):  
Public Schools ◽  
Low Income ◽  
Students Of Color ◽  
Urban School Districts ◽  
School Design ◽  
Research Practice ◽  
Low Income Students ◽  
New School ◽  
Policy Context ◽  
Fertile Ground

This commentary suggests that new school design is a fertile policy context for advancing research–practice partnerships. The authors represent four public universities that have created new school designs in partnership with urban school districts. Unlike the laboratory schools of previous generations, these university-partnered public schools were intentionally designed to disrupt persistent patterns of inequity and prepare low-income students of color to flourish in college. The authors argue that these schools provide a promising context for marrying research and practice to bring about fundamental change in schools, with potential for spread of innovation to districts and universities.

scholarly journals “All kids matter”? Catholic institutional advocacy for federal COVID relief funding for non-public schools

2021 ◽  
Vol 29 ◽  
pp. 131
Author(s):  
Kathleen M. Sellers
Keyword(s):  
Public Schools ◽  
Critical Race Theory ◽  
Critical Discourse Analysis ◽  
Low Income ◽  
Catholic Church ◽  
The United States ◽  
Low Income Students ◽  
Institutional Advocacy ◽  
American Catholic ◽  
Trump Administration

This article explores the policy interests expressed by the largest private educational system in the United States, American Catholic schools, during the first four months of the COVID-19 crisis. Critical discourse analysis is applied to public texts produced by the Catholic Church between March 1 and July 1, 2020, in order to understand the discursive strategies through which this institution constructs meaning in the policy arena. This analysis illustrates how Catholic leaders use language to make racialized and low-income students “discursively invisible.”  The author documents a significant change in policy discourse, from neoconservative logics to neoliberal ones, which corresponds directly to political signaling from the Trump Administration. Drawing on critical race theory, the author suggests implications for policymakers and stakeholders.    

scholarly journals Higher education: free tuition vs. quotas vs. targeted vouchers

2010 ◽  
Vol 40 (1) ◽  
pp. 43-66 ◽  
Author(s):  
Eduardo de Carvalho Andrade
Keyword(s):  
Social Mobility ◽  
Low Income ◽  
Public University ◽  
Efficient Allocation ◽  
Allocation Of Resources ◽  
Low Income Students ◽  
The Public ◽  
University Systems ◽  
The Right

This paper compares theoretically three alternative university systems: the current one adopted in Brazil, in which students who perform better in the entering exam obtain the right to attend the public university without paying the full tuition; a system of affirmative action quotas in public universities, to benefit low income students; and a targeted vouchers system that can be used either to pay private or public university tuiton. The comparison indicates that the last system leads to: (i) a higher quality of the labor force; (ii) a more efficient allocation of resources; and (iii) a greater social mobility.

Strategies to Support LGBTQ+ Students in High Schools: What Did We Learn in Chicago Public Schools?

2021 ◽  
pp. 152483992110064
Author(s):  
Elizabeth Jarpe-Ratner ◽  
Booker Marshall ◽  
Maham Choudry ◽  
Marisa Wishart ◽  
Bianca Reid ◽  
...  
Keyword(s):  
Professional Development ◽  
High School Students ◽  
Public Schools ◽  
School Health ◽  
Technical Assistance ◽  
Chicago Public Schools ◽  
Measure Data ◽  
School Staff ◽  
Lgbtq Students ◽  
K 12

In 2013, the Chicago Public Schools district received funding from the Division of Adolescent and School Health at the Centers for Disease Control and Prevention (CDC) to implement a series of strategies aimed to reduce HIV, STIs (sexually transmitted diseases), and related risk behaviors among students. One such set of strategies included “safe and supportive environments” (SSE), aimed to support lesbian, gay, bisexual, transgender, questioning, and other LGBTQ+ students. SSE strategies included professional development and technical assistance provided to K–12 school staff (teachers, administrators, social workers, etc.) to implement the following practices: support for transgender and gender nonconforming students in accordance with district guidelines, use of LGBTQ+ inclusive curricula, posting of signs and symbols of support, and creation of Genders and Sexualities Alliance student clubs. To monitor progress and performance, both quantitative and qualitative process measure data were collected. Quantitative data consisted of key metrics such as number of staff trained and surveillance data collected through school health profiles in collaboration with the CDC. Qualitative data were gathered to understand barriers and facilitators to implementation of SSE practices via interviews with 55 school staff members and four focus groups with 31 high school students. Results indicated an increased uptake of all SSE activities across the 5-year funding period. Findings also reveal additional needed supports, such as increased availability and offering of professional development for all staff, support for staff in engaging parents, and ensuring the LGBTQ+ inclusive sexual health education curriculum is experienced as such by students. Current work to address these needs is described.

scholarly journals Student Enrollment Patterns and Achievement in Ohio’s Online Charter Schools

2017 ◽  
Vol 46 (1) ◽  
pp. 44-57 ◽  
Author(s):  
June Ahn ◽  
Andrew McEachin
Keyword(s):  
Public Schools ◽  
Charter Schools ◽  
Online Education ◽  
Low Income ◽  
School Enrollment ◽  
Full Time ◽  
Enrollment Patterns ◽  
Traditional Public Schools ◽  
K 12 ◽  
The Impact

We utilize state data of nearly 1.7 million students in Ohio to study a specific sector of online education: K–12 schools that deliver most, if not all, education online, lack a brick-and-mortar presence, and enroll students full-time. First, we explore e-school enrollment patterns and how these patterns vary by student subgroups and geography. Second, we evaluate the impact of e-schools on students’ learning, comparing student outcomes in e-schools to outcomes in two other schooling types, traditional charter schools and traditional public schools. Our results show that students and families appear to self-segregate in stark ways where low-income, lower achieving White students are more likely to choose e-schools while low-income, lower achieving minority students are more likely to opt into the traditional charter school sector. Our results also show that students in e-schools are performing worse on standardized assessments than their peers in traditional charter and traditional public schools. We close with policy recommendations and areas for future research.

Embracing the Inherent Messiness in Urban Education

2019 ◽  
pp. 60-83
Author(s):  
Inese Berzina-Pitcher ◽  
Akesha Horton ◽  
Leigh Graves Wolf ◽  
Christopher D. Seals ◽  
Punya Mishra
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Growth And Development ◽  
Development Program ◽  
Professional Development Program ◽  
Chicago Public Schools ◽  
Holistic View ◽  
K 12 ◽  
The U.S

This chapter discusses the philosophies and practices that drive the MSUrbanSTEM Leadership & Teaching Fellowship Program. This multi-year project offered a professional development program to three cohorts of K-12 STEM educators from Chicago Public Schools, one of the largest urban districts in the U.S. This chapter provides a holistic view of the program, focuses on the strategically developed curriculum and the theoretical bases for the chosen pedagogy. In addition, because the sustainability was an integral part of the program, the chapter describes the role of sustainability fellows. Finally, the authors provide some findings about the teachers' growth and development.

Intersection of Language, Class, Ethnicity, and Policy: Toward Disrupting Inequality for English Language Learners

2017 ◽  
Vol 41 (1) ◽  
pp. 428-452 ◽  
Author(s):  
Oscar Jiménez-Castellanos ◽  
Eugene García
Keyword(s):  
English Language Learners ◽  
Public Schools ◽  
Conceptual Framework ◽  
Low Income ◽  
English Language ◽  
Educational Inequality ◽  
Language Learner ◽  
Social Constructs ◽  
Language Class ◽  
K 12

This chapter proposes a conceptual framework that merges intersectionality and policy analysis as an analytical tool to understand the nuanced, multilayered, compounded educational inequality encountered specifically by low-income, Latino Spanish-speaking students in Arizona K–12 public schools as a function of intersecting educational policies. In addition, it provides a conceptual framework that counters and provides an alternative to the Arizona model that strives toward interrupting inequality. The conceptual framework is grounded in culture, language, and learning that provides a pathway to interrupt inequality by acknowledging the intersectional social constructs of an English language learner (ELL).

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