Segregation Essay Papers

Segregation Essay Papers-38
It must be addressed primarily by improving the social and economic conditions that bring too many children to school unprepared to take advantage of what even the best schools have to offer.There are two aspects to this conclusion: As these and many other disadvantages accumulate, lower social class children inevitably have lower average achievement than middle class children, even with the highest quality instruction.

It must be addressed primarily by improving the social and economic conditions that bring too many children to school unprepared to take advantage of what even the best schools have to offer.There are two aspects to this conclusion: As these and many other disadvantages accumulate, lower social class children inevitably have lower average achievement than middle class children, even with the highest quality instruction.

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Abstract Social and economic disadvantage – not only poverty, but a host of associated conditions – depresses student performance.

Concentrating students with these disadvantages in racially and economically homogenous schools depresses it further.

Evidence is especially impressive for long term outcomes for adolescents and young adults who have attended integrated schools (e.g., Guryan, 2001; Johnson, 2011).

But the conventional wisdom of contemporary education policy notwithstanding, there is no evidence that segregated schools with poorly performing students can be “turned around” while remaining racially isolated.

But only 40 percent of white families who lived in the poorest quarter of neighborhoods a generation ago still do so (Sharkey, 2013, p. Black neighborhood poverty is thus more multigenerational while white neighborhood poverty is more episodic; black children in low-income neighborhoods are more likely than others to have parents who also grew up in such neighborhoods.

The implications for children’s chances of success are dramatic: For academic performance, Sharkey uses a scale like the familiar IQ measure, where 100 is the mean and roughly 70 percent of children score about average, between 85 and 115.

In his 2013 book, the New York University sociologist Patrick Sharkey defines a poor neighborhood as one where 20 percent of the residents are poor, not 40 percent as in Paul Jargowsky’s work.

A 20-percent-poor neighborhood is still severely disadvantaged.

This school segregation mostly reflects neighborhood segregation.

In urban areas, low-income white students are more likely to be integrated into middle-class neighborhoods and less likely to attend school predominantly with other disadvantaged students.

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