Schools in the United States have resegregated since 1988, with the share of intensely segregated non-white schools more than tripling from about 6% to 19% of all public schools¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person · recheck by 2026: baselines and conditions change

Subclaims¶

q2 i? Since 1988, the share of intensely segregated non-white schools (0–10% white students) more than tripled, from about 6% to 19% of all public schools. → George 2021 q2 i? Racial composition differences across district boundary lines contribute more to segregation than differences within districts. → George 2021 (2)

Evidence¶

George 2021¶

George, J., & Darling-Hammond, L. (2021). Advancing integration and equity through magnet schools. Learning Policy Institute. https://learningpolicyinstitute.org/product/magnet-schools

q2 · i? · review · r2

Descriptive trend reported in the Segregation Today section and plotted in Figure 1 (Percentage of Intensely Segregated Schools, 1988–2013), sourced to NCES Common Core of Data and Orfield and colleagues. The report also prints that 74% of Black students attend majority non-white schools.

"Since 1988, the high point of integration, the share of intensely segregated non-white schools (defined as those schools with only 0–10% white students) more than tripled, increasing from about 6% to 19% of all public schools."

George 2021 (2)¶

George, J., & Darling-Hammond, L. (2021). Advancing integration and equity through magnet schools. Learning Policy Institute. https://learningpolicyinstitute.org/product/magnet-schools

q2 · i? · review · r2

The report states this finding to explain why segregation is most often between school districts, citing contributing factors including district boundary drawing, secessions, annexations, and white flight. No effect sizes are printed.

"Research demonstrates that, as a result, racial composition differences across district boundary lines contribute more to segregation than differences within them."

Discussion¶

Related Claims¶

• The authors infer the DC voucher program is likely reducing racial segregation in schooling, since 94% of voucher users are African American — related
• Charter school quality varies greatly, and virtual charters perform significantly worse, while charters often increase segregation and underrepresent students with disabilities
• Universal PreK school-based classrooms are about as diverse as first-grade classrooms, while means-tested and community-based classrooms are more segregated
• 2018–19 CPS ninth-graders were residentially segregated by race/ethnicity: one racial/ethnic group comprised over 50 percent of ninth-graders in 65 of 77 community areas
• The ECE system is socioeconomically segregated because means-tested programs sort children by family income — a narrower finding that bears on this claim