The resegregation of public schools? Examining Parents Involved in practice

This study investigated the efficacy of race-neutral student assignment policies following the 2007 Supreme Court decision in Parents Involved. Highlighting one urban school district—Chicago Public Schools—we examined differences in racial composition at their elite, “selective enrollment” high scho...

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Bibliographic Details
Published in:Education policy analysis archives 2019-01, Vol.27, p.4
Main Authors: De Voto, Craig, Wronowski, Meredith L.
Format: Article
Language:English
Subjects:
federal courts
race
school desegregation
school resegregation
selective admission
student diversity
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Summary:This study investigated the efficacy of race-neutral student assignment policies following the 2007 Supreme Court decision in Parents Involved. Highlighting one urban school district—Chicago Public Schools—we examined differences in racial composition at their elite, “selective enrollment” high schools before and after voluntary race-based policies became unconstitutional. Using repeated measures ANOVA, we found the transition from racial to socioeconomic criteria have resegregated these schools— significantly reducing African- and Asian-American enrollment. We argue the Supreme Court’s decision to strike down voluntary race-based student assignment policies has contributed to local policy changes for urban districts like Chicago, reducing minority access and opportunity.
ISSN:1068-2341
1068-2341
DOI:10.14507/epaa.27.3931