A Reconsideration of the Impact of School Desegregation Programs on Public School Enrollment of White Students, 1968-76

1987 ◽  
Vol 60 (4) ◽  
pp. 215 ◽  
Author(s):  
Finis Welch
Keyword(s):  
Public School ◽  
White Students ◽  
School Desegregation ◽  
School Enrollment ◽  
The Impact

Does Neighborhood Gentrification Create School Desegregation?

2020 ◽  
Vol 122 (5) ◽  
pp. 1-34
Author(s):  
Kfir Mordechay ◽  
Jennifer B. Ayscue
Keyword(s):  
Public Schools ◽  
School Desegregation ◽  
Racial Segregation ◽  
Racial Diversity ◽  
School Enrollment ◽  
School Level ◽  
Race And Class ◽  
Color Experience ◽  
High Level ◽  
The Impact

Background/Context Race and class inequality have long governed patterns of residential and school segregation across America. However, as neighborhoods across the country that have historically been home to residents of color experience an influx of White and middle-class residents, new questions arise as to whether these demographic shifts in neighborhoods correspond to school-level demographic changes. Purpose: This study examines Washington, DC's, most gentrifying areas, and the impact on racial diversity in local public schools. Research Design This quantitative study draws on data from the decennial census, the American Community Survey, and the National Center for Educational Statistics. Findings/ Results: This study finds evidence that school enrollment patterns in Washington, DC's, most rapidly gentrifying areas have seen a reduction in racial segregation, more so in traditional public schools than in charters. Although this trend is promising, a high level of racial segregation remains, and progress is still needed to ensure that newly integrated neighborhoods also mean desegregated schools. Conclusions/Recommendations Given barriers to school desegregation efforts, gentrification is offering a unique opportunity to create racially and economically diverse schools. However, managing the process of gentrification such that it supports school desegregation requires coordinated and targeted policies that underscore the fundamental relationships among housing, communities, and schools.

scholarly journals Evaluating medical education regulation changes in Brazil: workforce impact

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Alexandre Medeiros Figueiredo ◽  
Danette Waller McKinley ◽  
Adriano Massuda ◽  
George Dantas Azevedo
Keyword(s):  
Medical Education ◽  
Public Schools ◽  
Low Income ◽  
School Enrollment ◽  
Health Coverage ◽  
Continuous Assessment ◽  
Middle Income ◽  
Unified Health System ◽  
Medical Undergraduate ◽  
The Impact

Abstract Background Shortages and inequitable distribution of physicians is an obstacle to move towards Universal Health Coverage, especially in low-income and middle-income countries. In Brazil, expansion of medical school enrollment, curricula changes and recruitment programs were established to increase the number of physicians in underserved areas. This study seeks to analyze the impact of these measures in reduce inequities in access to medical education and physicians’ distribution. Methods This is an observational study that analyzes changes in the number of undergraduate medical places and number of physicians per inhabitants in different areas in Brazil between the years 2010 and 2018. Data regarding the number of undergraduate medical places, number and the practice location of physicians were obtained in public databases. Municipalities with less than 20,000 inhabitants were considered underserved areas. Data regarding access to antenatal visits were analyzed as a proxy for impact in access to healthcare. Results From 2010 to 2018, 19,519 new medical undergraduate places were created which represents an increase of 120.2%. The increase in the number of physicians engaged in the workforce throughout the period was 113,702 physicians, 74,771 of these physicians in the Unified Health System. The greatest increase in the physicians per 1000 inhabitants ratio in the municipalities with the smallest population, the lowest Gross Domestic Product per capita and in those located in the states with the lowest concentration of physicians occurred in the 2013–2015 period. Increase in physician supply improved access to antenatal care. Conclusions There was an expansion in the number of undergraduate medical places and medical workforce in all groups of municipalities assessed in Brazil. Medical undergraduate places expansion in the federal public schools was more efficient to reduce regional inequities in access to medical education than private sector expansion. The recruitment component of More Doctors for Brazil Program demonstrated effectiveness to increase the number of physicians in underserved areas. Our results indicate the importance of public policies to face inequities in access to medical education and physician shortages and the necessity of continuous assessment during the period of implementation, especially in the context of political and economic changes.

Race and Cultural Flexibility among Students in Different Multiracial Schools

2010 ◽  
Vol 112 (6) ◽  
pp. 1529-1574 ◽  
Author(s):  
Prudence L. Carter
Keyword(s):  
Black Students ◽  
White Students ◽  
Research Question ◽  
Mixed Race ◽  
Interview Data ◽  
Black And White ◽  
Cultural Flexibility ◽  
White School ◽  
Southern City ◽  
The Impact

Background/Context One of the most critical functions of a well-integrated school is the development of “culturally flexible” students who, over the course of their social development, effectively navigate diverse social environs such as the workplace, communities, and neighborhoods. Most studies, albeit with some exceptions, have investigated the impact of desegregation on short- and long-term gains in achievement and attainment, as opposed to its impact on intergroup relations. Mixed-race schools are vital not only for bolstering achievement outcomes of previously disadvantaged students but also for promoting social cohesion in a diverse society. Purpose/Objective/Research Question/Focus of Study Specifically, this article examines the difference in cultural flexibility between black and white students enrolled in schools with different racial and ethnic compositions. Cultural flexibility is defined as the propensity to value and move across different cultural and social peer groups and environments. Furthermore, this article provides some insight into how students in different mixed-race and desegregated educational contexts experience their school's social organization and cultural environments, which influence their interactions and academic behaviors. Setting The study was conducted over a 6-month period in four high schools: a majority-minority school and a majority-white school located in a northeastern city, and a majority-minority school and a majority-white school located in a southern city. Research Design Survey data were gathered from a randomly stratified sample of 471 Black and White students attending. In addition, ethnographic notes from weeks of school observations and transcribed interview data from 57 group interviews conducted in the four schools with students in Grades 9–12 complemented the survey research. Data Collection and Analysis Findings reveal significant associations among self-esteem, academic and extracurricular placement, and cultural flexibility for black students. Also, black students in majority-minority schools scored significantly higher on the cultural flexibility scale than those in majority-white schools. Among white students, regional location and academic placement showed statistically significant associations with cultural flexibility. The ethnographic and interview data further explicate why these patterns occurred and illuminate how certain school contextual factors are likely linked to students’ cultural flexibility. Overall, this study's findings highlight some connections between student and school behaviors as they pertain to both students’ and educators’ willingness and ability to realize the visions of racial and ethnic integration wholly.

scholarly journals Revisiting Grade Retention: An Evaluation of Florida's Test-Based Promotion Policy

2007 ◽  
Vol 2 (4) ◽  
pp. 319-340 ◽  
Author(s):  
Jay P. Greene ◽  
Marcus A. Winters
Keyword(s):  
New York ◽  
Public School ◽  
Grade Retention ◽  
School Students ◽  
Public School Students ◽  
Promotion Policy ◽  
Individual Level ◽  
Retained Students ◽  
Level Data ◽  
The Impact

In 2002, Florida adopted a test-based promotion policy in the third grade in an attempt to end social promotion. Similar policies are currently operating in Texas, New York City, and Chicago and affect at least 17 percent of public school students nationwide. Using individual-level data on the universe of public school students in Florida, we analyze the impact of grade retention on student proficiency in reading one and two years after the retention decision. We use an instrumental variable (IV) approach made available by the relatively objective nature of Florida's policy. Our findings suggest that retained students slightly outperformed socially promoted students in reading in the first year after retention, and these gains increased substantially in the second year. Results were robust across two distinct IV comparisons: an across-year approach comparing students who were essentially separated by the year in which they happened to have been born, and a regression discontinuity design.

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