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 en...

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Bibliographic Details
Published in:Education policy analysis archives 2018-01, Vol.27 (4)
Main Authors: De Voto, Craig, Wronowski, Meredith L
Format: Article
Language:English
Subjects:
Access to Education
African American Students
Asian American Students
Court Litigation
Enrollment
High School Students
High Schools
Minority Group Students
Politics of Education
Public Schools
Racial Bias
Racial Integration
Racial Segregation
School Desegregation
School Districts
School Resegregation
Selective Admission
Student Placement
Urban Schools
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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