Sean F Reardon
Biographic Data
| ID | 242295 |
|---|---|
| NAME | Sean F Reardon |
| GIVEN NAMES | Sean F |
| FAMILY NAME | Reardon |
| SIGNATURE | REARDON S F |
| AFFILIATIONS | Stanford University |
| ORCID | 0000-0002-0465-965X |
| VERIFIED | Yes |
| TOTAL WORKS | 44 |
| TOTAL CITATIONS | 2016 |
| AUTHOR COUNT | 43 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 17 |
School District and Community Factors Associated with Test Score Declines During the Covid-19 Pandemic
Using data from approximately 7,800 school districts, we show that test score declines during the pandemic were large and highly variable. We find that test score declines were larger in lower-income and minority districts, but that within districts, White students and non–economically disadvantaged students lost about the same amount of ground as Black, Hispanic, and economically disadvantaged students. We find that the test score declines were …
Gender Differences in the Educational Effects of the Covid-19 Pandemic
Girls’ math and reading scores declined more than boys’ during the pandemic, but these gender differences varied substantially across communities. Using test score data from roughly 7,000 U.S. school districts, we investigate how local context shaped these patterns. Community socioeconomic resources buffered children against the negative academic consequences of the pandemic, and these protections were substantially stronger for girls than for bo…
Education Research-Practice Partnerships: Impacts and Dynamics
The emerging literature on research-practice partnerships in education explains the conditions under which these partnerships operate to achieve the desired impact. This study adds to that literature base by exploring variation in the perceived impacts across three partnerships whose goal was improving achievement for multilingual learner students. To examine these partnerships, we posit a conceptual framework that defines partnership impacts and…
Is Separate Still Unequal? New Evidence on School Segregation and Racial Academic Achievement Gaps
U.S. public schools are racially and economically segregated. Prior research shows that the desegregation of Southern schools beginning in the 1960s led to significant benefits for Black students. Less clear, however, is whether segregation today has the same harmful effects as it did 50 years ago and through what mechanisms segregation continues to affect achievement. We estimate the effects of current-day school segregation on racial achievemen…
It Is Surprisingly Difficult to Measure Income Segregation
Recent studies have shown that U.S. Census– and American Community Survey (ACS)–based estimates of income segregation are subject to upward finite sampling bias (Logan et al. 2018; Logan et al. 2020; Reardon et al. 2018). We identify two additional sources of bias that are larger and opposite in sign to finite sampling bias: measurement error–induced attenuation bias and temporal pooling bias. The combination of these three sources of bias make i…
Uneven Progress: Recent Trends in Academic Performance Among U.S. School Districts
We use data from the Stanford Education Data Archive to describe district-level trends in average academic achievement between 2009 and 2019. Although on average school districts’ test scores improved very modestly (by about 0.001 standard deviations per year), there is significant variation among districts. Moreover, we find that average test score disparities between nonpoor and poor students and between White and Black students are growing; th…
Comment on Logan et al.: “The Uptick in Income Segregation”
The Geography of Rural Educational Opportunity
JeSSiCa dr eSCher , a n ne podolSk y , Se a n F. r e a r don , a nd Ga Br ielle tor r a nCe
Lessons from New York City's Small Schools of Choice about High School Features that Promote Graduation for Disadvantaged Students
The present paper uses a rich dataset based on naturally‐occurring lotteries for 68 new small non‐selective high schools in New York City, which we refer to as small schools of choice (SSCs), to address two related questions: (1) What high school features are promising levers for increasing graduation rates for disadvantaged students? and (2) What high school features helped to produce SSCs’ positive impacts on graduation rates? Our findings prov…
Racial Segregation and School Poverty in the United States, 1999-2016
Educational Opportunity in Early and Middle Childhood: Using Full Population Administrative Data to Study Variation by Place and Age
I use standardized test scores from roughly forty-five million students to describe the temporal structure of educational opportunity in more than eleven thousand school districts in the United States. Variation among school districts is considerable in both average third-grade scores and test score growth rates. The two measures are uncorrelated, indicating that the characteristics of communities that provide high levels of early childhood educa…
Gender Achievement Gaps in U.S. School Districts
We estimate male-female test score gaps in math and English language arts (ELA) for nearly 10,000 U.S. school districts using state accountability data from third- through eighth-grade students in the 2008–2009 through 2015–2016 school years. We find that the average U.S. school district has no gender achievement gap in math, but there is a gap of roughly 0.23 standard deviations in ELA that favors girls. Both math and ELA gaps vary among school …
The Geography of Racial/Ethnic Test Score Gaps
The authors estimate racial/ethnic achievement gaps in several hundred metropolitan areas and several thousand school districts in the United States using the results of roughly 200 million standardized math and English language arts (ELA) tests administered to public school students from 2009 to 2013. They show that achievement gaps vary substantially, ranging from nearly zero in some places to larger than 1.5 standard deviations in others. Econ…
What Levels of Racial Diversity Can Be Achieved with Socioeconomic‐Based Affirmative Action? Evidence from a Simulation Model
This paper investigates to what extent socioeconomic status (SES)‐based affirmative action in college admissions can produce racial diversity. Using simulation models, we investigate the racial and socioeconomic distribution of students among colleges under the use of race‐ or SES‐based affirmative action policies, or targeted, race‐based recruitment policies. We find, first, that neither SES‐based affirmative action nor race‐targeted recruiting …
The Relationship Between Test Item Format and Gender Achievement Gaps on Math and ELA Tests in Fourth and Eighth Grades
Prior research suggests that males outperform females, on average, on multiple-choice items compared to their relative performance on constructed-response items. This paper characterizes the extent to which gender achievement gaps on state accountability tests across the United States are associated with those tests’ item formats. Using roughly 8 million fourth- and eighth-grade students’ scores on state assessments, we estimate state- and distri…
How Much Do Test Scores Vary Among School Districts? New Estimates Using Population Data, 2009–2015
This paper provides the first population-based evidence on how much standardized test scores vary among public school districts within each state and how segregation explains that variation. Using estimates based on roughly 300 million test score records in math and English Language Arts (ELA) for Grades 3 through 8 from every U.S. public school district during the 2008–09 to 2014–15 school years, we estimate intraclass correlations (ICCs) as a m…
A Continuous Measure of the Joint Distribution of Race and Income Among Neighborhoods
Sean F. Reardon, Joseph Townsend, Lindsay Fox, A Continuous Measure of the Joint Distribution of Race and Income Among Neighborhoods, RSF: The Russell Sage Foundation Journal of the Social Sciences, Vol. 3, No. 2, Spatial Foundations of Inequality (February 2017), pp. 34-62
Socioeconomic Gaps in Early Childhood Experiences: 1998 To 2010
This study compares the early life experiences of kindergarteners in 1998 and 2010 using two nationally representative data sets. We find that (a) young children in the later period are exposed to more books and reading in the home, (b) they have more access to educational games on computers, and (c) they engage with their parents more, inside and outside the home. Although these increases occurred among low- and high-income children, in many cas…
Recent Trends in Income, Racial, and Ethnic School Readiness Gaps at Kindergarten Entry
Academic achievement gaps between high- and low-income students born in the 1990s were much larger than between cohorts born two decades earlier. Racial/ethnic achievement gaps declined during the same period. To determine whether these two trends have continued in more recent cohorts, we examine trends in several dimensions of school readiness, including academic achievement, self-control, externalizing behavior, and a measure of students’ appro…
Agent-Based Simulation Models of the College Sorting Process
We explore how dynamic processes related to socioeconomic inequality operate to sort students into, and create stratification among, colleges. We use an agent-based model to simulate a stylized version of this sorting processes in order to explore how factors related to family resources might influence college application choices and college enrollment. We include two types of “agents”—students and colleges—to simulate a two-way matching process …
School Segregation and Racial Academic Achievement Gaps
Although it is clear that racial segregation is linked to academic achievement gaps, the mechanisms underlying this link have been debated since James Coleman published his eponymous 1966 report. In this paper, I examine sixteen distinct measures of segregation to determine which is most strongly associated with academic achievement gaps. I find clear evidence that one aspect of segregation in particular—the disparity in average school poverty ra…
Income Segregation Between Schools and School Districts
Although trends in the racial segregation of schools are well documented, less is known about trends in income segregation. We use multiple data sources to document trends in income segregation between schools and school districts. Between-district income segregation of families with children enrolled in public school increased by over 15% from 1990 to 2010. Within large districts, between-school segregation of students who are eligible and ineli…
Effectiveness of Four Instructional Programs Designed to Serve English Learners: Variation by Ethnicity and Initial English Proficiency
This article investigates the differences in academic achievement trajectories from elementary through middle school among English Learner (EL) students in four different instructional programs: English Immersion (EI), Transitional Bilingual (TB), Developmental Bilingual (DB), and Dual Immersion (DI). Comparing students with the same parental preferences but who attend different programs, we find that the English Language Arts (ELA) test scores o…
Neighborhood Income Composition by Household Race and Income, 1990-2009
Residential segregation, by definition, leads to racial and socioeconomic disparities in neighborhood conditions. These disparities may in turn produce inequality in social and economic opportunities and outcomes. Because racial and socioeconomic segregation are not independent of each other, however, any analysis of their causes, patterns, and effects must rest on an understanding of the joint distribution of race/ethnicity and income among neig…
Reclassification Patterns Among Latino English Learner Students in Bilingual, Dual Immersion, and English Immersion Classrooms
Schools are under increasing pressure to reclassify their English learner (EL) students to “fluent English proficient” status as quickly as possible. This article examines timing to reclassification among Latino ELs in four distinct linguistic instructional environments: English immersion, transitional bilingual, maintenance bilingual, and dual immersion. Using hazard analysis and 12 years of data from a large school district, the study investiga…
Measures of Multigroup Segregation
In this paper we derive and evaluate measures of multigroup segregation. After describing four ways to conceptualize the measurement of multigroup segregation—as the disproportionality in group (e.g., race) proportions across organizational units (e.g., schools or census tracts), as the strength of association between nominal variables indexing group and organizational unit membership, as the ratio of between-unit diversity to total diversity, an…
Measures of Spatial Segregation
The measurement of residential segregation patterns and trends has been limited by a reliance on segregation measures that do not appropriately take into account the spatial patterning of population distributions. In this paper we define a general approach to measuring spatial segregation among multiple population groups. This general approach allows researchers to specify any theoretically based definition of spatial proximity desired in computi…
Income Inequality and Income Segregation
This article investigates how the growth in income inequality from 1970 to 2000 affected patterns of income segregation along three dimensions: the spatial segregation of poverty and affluence, race-specific patterns of income segregation, and the geographic scale of income segregation. The evidence reveals a robust relationship between income inequality and income segregation, an effect that is larger for black families than for white families. …
Years AfterBrown: Trends and Consequences of School Segregation
Since the Supreme Court's 1954 Brown v. Board of Education decision, researchers and policy makers have paid close attention to trends in school segregation. Here we review the evidence regarding trends and consequences of both racial and economic school segregation since Brown. The evidence suggests that the most significant declines in black-white school segregation occurred in the late 1960s and early 1970s. There is disagreement about the dir…
Beyond the Census Tract: Patterns and Determinants of Racial Segregation at Multiple Geographic Scales
The census tract-based residential segregation literature rests on problematic assumptions about geographic scale and proximity. We pursue a new tract-free approach that combines explicitly spatial concepts and methods to examine racial segregation across egocentric local environments of varying size. Using 2000 Census data for the 100 largest U.S. metropolitan areas, we compute a spatially modified version of the information theory index H to de…
The geographic scale of Metropolitan racial segregation
This article addresses an aspect of racial residential segregation that has been largely ignored in prior work: the issue of geographic scale. In some metropolitan areas, racial groups are segregated over large regions, with predominately white regions, predominately black regions, and so on, whereas in other areas, the separation of racial groups occurs over much shorter distances. Here we develop an approach—featuring the segregation profile an…
B rown Fades: The End of Court‐Ordered School Desegregation and the Resegregation of A merican Public Schools
In this paper, we investigate whether the school desegregation produced by court‐ordered desegregation plans persists when school districts are released from court oversight. Over 200 medium‐sized and large districts were released from desegregation court orders from 1991 to 2009. We find that racial school segregation in these districts increased gradually following release from court order, relative to the trends in segregation in districts rem…
The Hispanic-White Achievement Gap in Math and Reading in the Elementary Grades
This article describes the developmental patterns of Hispanic-White math and reading achievement gaps in elementary school, paying attention to variation in these patterns among Hispanic subgroups. Compared to non-Hispanic White students, Hispanic students enter kindergarten with much lower average math and reading skills. The gaps narrow by roughly a third in the first 2 years of schooling but remain relatively stable for the next 4 years. The d…
The changing structure of school segregation: Measurement and evidence of multiracial metropolitan-area school segregation, 1989–1995
In this paper we examine aggregate patterns and trends in segregation among white (non-Hispanic), black, Hispanic, and Asian public school students in 217 metropolitan areas during the period 1989-1995. We first describe a set of methodological tools that enable us both to measure the mutual segregation among multiple racial groups and to partition total metropolitan-area school segregation into geographic and racial components. Then we use these…
Income Segregation Between Schools and School Districts
Although trends in the racial segregation of schools are well documented, less is known about trends in income segregation. We use multiple data sources to document trends in income segregation between schools and school districts. Between-district income segregation of families with children enrolled in public school increased by over 15% from 1990 to 2010. Within large districts, between-school segregation of students who are eligible and ineli…
Neighborhood Income Composition by Household Race and Income, 1990-2009
Residential segregation, by definition, leads to racial and socioeconomic disparities in neighborhood conditions. These disparities may in turn produce inequality in social and economic opportunities and outcomes. Because racial and socioeconomic segregation are not independent of each other, however, any analysis of their causes, patterns, and effects must rest on an understanding of the joint distribution of race/ethnicity and income among neig…
Race and space in the 1990s: Changes in the geographic scale of racial residential segregation, 1990-2000
The Geography of Racial/Ethnic Test Score Gaps
The authors estimate racial/ethnic achievement gaps in several hundred metropolitan areas and several thousand school districts in the United States using the results of roughly 200 million standardized math and English language arts (ELA) tests administered to public school students from 2009 to 2013. They show that achievement gaps vary substantially, ranging from nearly zero in some places to larger than 1.5 standard deviations in others. Econ…
Suburban Racial Change and Suburban School Segregation, 1987-95
The authors used panel data on enrollments in suburban public schools from 1987 to 1995 to explore the relationship between minority suburbanization and patterns of school segregation in suburban areas. Using fixed-effects regression models, they found that increases in suburban enrollment shares of black, Hispanic, and Asian students were strongly and positively related to increases in suburban segregation levels during the 1987-95 period. Moreo…
Reclassification Patterns Among Latino English Learner Students in Bilingual, Dual Immersion, and English Immersion Classrooms
Schools are under increasing pressure to reclassify their English learner (EL) students to “fluent English proficient” status as quickly as possible. This article examines timing to reclassification among Latino ELs in four distinct linguistic instructional environments: English immersion, transitional bilingual, maintenance bilingual, and dual immersion. Using hazard analysis and 12 years of data from a large school district, the study investiga…
School Segregation and Racial Academic Achievement Gaps
Although it is clear that racial segregation is linked to academic achievement gaps, the mechanisms underlying this link have been debated since James Coleman published his eponymous 1966 report. In this paper, I examine sixteen distinct measures of segregation to determine which is most strongly associated with academic achievement gaps. I find clear evidence that one aspect of segregation in particular—the disparity in average school poverty ra…
Retail Tobacco Outlet Density and Youth Cigarette Smoking: A Propensity-Modeling Approach
Objectives. We examined whether retail tobacco outlet density was related to youth cigarette smoking after control for a diverse range of neighborhood characteristics. Methods. Data were gathered from 2116 respondents (aged 11 to 23 years) residing in 178 census tracts in Chicago, Ill. Propensity score stratification methods for continuous exposures were used to adjust for potentially confounding neighborhood characteristics, thus strengthening c…
Educational Opportunity in Early and Middle Childhood: Using Full Population Administrative Data to Study Variation by Place and Age
I use standardized test scores from roughly forty-five million students to describe the temporal structure of educational opportunity in more than eleven thousand school districts in the United States. Variation among school districts is considerable in both average third-grade scores and test score growth rates. The two measures are uncorrelated, indicating that the characteristics of communities that provide high levels of early childhood educa…
Racial Segregation and School Poverty in the United States, 1999-2016
Is Separate Still Unequal? New Evidence on School Segregation and Racial Academic Achievement Gaps
U.S. public schools are racially and economically segregated. Prior research shows that the desegregation of Southern schools beginning in the 1960s led to significant benefits for Black students. Less clear, however, is whether segregation today has the same harmful effects as it did 50 years ago and through what mechanisms segregation continues to affect achievement. We estimate the effects of current-day school segregation on racial achievemen…
The Geography of Rural Educational Opportunity
JeSSiCa dr eSCher , a n ne podolSk y , Se a n F. r e a r don , a nd Ga Br ielle tor r a nCe
Gender Achievement Gaps in U.S. School Districts
We estimate male-female test score gaps in math and English language arts (ELA) for nearly 10,000 U.S. school districts using state accountability data from third- through eighth-grade students in the 2008–2009 through 2015–2016 school years. We find that the average U.S. school district has no gender achievement gap in math, but there is a gap of roughly 0.23 standard deviations in ELA that favors girls. Both math and ELA gaps vary among school …
How Much Do Test Scores Vary Among School Districts? New Estimates Using Population Data, 2009–2015
This paper provides the first population-based evidence on how much standardized test scores vary among public school districts within each state and how segregation explains that variation. Using estimates based on roughly 300 million test score records in math and English Language Arts (ELA) for Grades 3 through 8 from every U.S. public school district during the 2008–09 to 2014–15 school years, we estimate intraclass correlations (ICCs) as a m…
A Partial Independence Item Response Model for Surveys with Filter Questions
In many surveys, responses to earlier questions determine whether later questions are asked. The probability of an affirmative response to a given item is therefore nonzero only if the participant responded affirmatively to some set of logically prior items, known as “filter items.” In such surveys, the usual conditional independence assumption of standard item response models fails. A weaker “partial independence” assumption may hold, however, i…
What Levels of Racial Diversity Can Be Achieved with Socioeconomic‐Based Affirmative Action? Evidence from a Simulation Model
This paper investigates to what extent socioeconomic status (SES)‐based affirmative action in college admissions can produce racial diversity. Using simulation models, we investigate the racial and socioeconomic distribution of students among colleges under the use of race‐ or SES‐based affirmative action policies, or targeted, race‐based recruitment policies. We find, first, that neither SES‐based affirmative action nor race‐targeted recruiting …
The changing structure of school segregation: Measurement and evidence of multiracial metropolitan-area school segregation, 1989–1995
In this paper we examine aggregate patterns and trends in segregation among white (non-Hispanic), black, Hispanic, and Asian public school students in 217 metropolitan areas during the period 1989-1995. We first describe a set of methodological tools that enable us both to measure the mutual segregation among multiple racial groups and to partition total metropolitan-area school segregation into geographic and racial components. Then we use these…
Suburban Racial Change and Suburban School Segregation, 1987-95
The authors used panel data on enrollments in suburban public schools from 1987 to 1995 to explore the relationship between minority suburbanization and patterns of school segregation in suburban areas. Using fixed-effects regression models, they found that increases in suburban enrollment shares of black, Hispanic, and Asian students were strongly and positively related to increases in suburban segregation levels during the 1987-95 period. Moreo…
Response: Segregation and Social Distance—A Generalized Approach to Segregation Measurement
Estimating Multi-Level Discrete-Time Hazard Models Using Cross-Sectional Data: Neighborhood Effects on the Onset of Adolescent Cigarette Use
Investigating the effects of social context (e.g., neighborhood or school context) on the timing of behaviors (such as cigarette use initiation) requires both multi-level modeling and eventhistory analysis, and often requires the construction of a retrospective person-period data set from cross-sectional data. In this article we describe procedures for constructing such a data set and discuss modeling strategies for estimating multi-level discret…
Measures of Multigroup Segregation
In this paper we derive and evaluate measures of multigroup segregation. After describing four ways to conceptualize the measurement of multigroup segregation—as the disproportionality in group (e.g., race) proportions across organizational units (e.g., schools or census tracts), as the strength of association between nominal variables indexing group and organizational unit membership, as the ratio of between-unit diversity to total diversity, an…
Measures of Spatial Segregation
The measurement of residential segregation patterns and trends has been limited by a reliance on segregation measures that do not appropriately take into account the spatial patterning of population distributions. In this paper we define a general approach to measuring spatial segregation among multiple population groups. This general approach allows researchers to specify any theoretically based definition of spatial proximity desired in computi…
Retail Tobacco Outlet Density and Youth Cigarette Smoking: A Propensity-Modeling Approach
Objectives. We examined whether retail tobacco outlet density was related to youth cigarette smoking after control for a diverse range of neighborhood characteristics. Methods. Data were gathered from 2116 respondents (aged 11 to 23 years) residing in 178 census tracts in Chicago, Ill. Propensity score stratification methods for continuous exposures were used to adjust for potentially confounding neighborhood characteristics, thus strengthening c…
A Partial Independence Item Response Model for Surveys with Filter Questions
In many surveys, responses to earlier questions determine whether later questions are asked. The probability of an affirmative response to a given item is therefore nonzero only if the participant responded affirmatively to some set of logically prior items, known as “filter items.” In such surveys, the usual conditional independence assumption of standard item response models fails. A weaker “partial independence” assumption may hold, however, i…
Patterns of Hispanic Students' Math Skill Proficiency in the Early Elementary Grades
In this article, we describe patterns of Hispanic students' math skill development during elementary school using data from a nationally representative sample of Hispanic students assessed in math skills from kindergarten through 5th grade. Several robust patterns are evident. First, Hispanic students enter kindergarten with average math skills significantly lower than those of native-born, non-Hispanic White students, and similar to those of nat…
The geographic scale of Metropolitan racial segregation
This article addresses an aspect of racial residential segregation that has been largely ignored in prior work: the issue of geographic scale. In some metropolitan areas, racial groups are segregated over large regions, with predominately white regions, predominately black regions, and so on, whereas in other areas, the separation of racial groups occurs over much shorter distances. Here we develop an approach—featuring the segregation profile an…
Beyond the Census Tract: Patterns and Determinants of Racial Segregation at Multiple Geographic Scales
The census tract-based residential segregation literature rests on problematic assumptions about geographic scale and proximity. We pursue a new tract-free approach that combines explicitly spatial concepts and methods to examine racial segregation across egocentric local environments of varying size. Using 2000 Census data for the 100 largest U.S. metropolitan areas, we compute a spatially modified version of the information theory index H to de…
Occupational and Residential Segregation
This volume is divided into five parts, each one including two chapters. Part I is devoted to 'Information Theory and Segregation Measurement', part II to 'The Gini Index and the Measurement of Segregation', part III to 'Measuring Segregation with Ordered Categories', part IV to 'Exploring Changes in Segregation' and part V to 'Wage Inequality and Segregation'. Let us now review into more details each of these ten chapters
The Hispanic-White Achievement Gap in Math and Reading in the Elementary Grades
This article describes the developmental patterns of Hispanic-White math and reading achievement gaps in elementary school, paying attention to variation in these patterns among Hispanic subgroups. Compared to non-Hispanic White students, Hispanic students enter kindergarten with much lower average math and reading skills. The gaps narrow by roughly a third in the first 2 years of schooling but remain relatively stable for the next 4 years. The d…
Race and space in the 1990s: Changes in the geographic scale of racial residential segregation, 1990-2000
The National Question And The Question Of Crisis
Income Inequality and Income Segregation
This article investigates how the growth in income inequality from 1970 to 2000 affected patterns of income segregation along three dimensions: the spatial segregation of poverty and affluence, race-specific patterns of income segregation, and the geographic scale of income segregation. The evidence reveals a robust relationship between income inequality and income segregation, an effect that is larger for black families than for white families. …
B rown Fades: The End of Court‐Ordered School Desegregation and the Resegregation of A merican Public Schools
In this paper, we investigate whether the school desegregation produced by court‐ordered desegregation plans persists when school districts are released from court oversight. Over 200 medium‐sized and large districts were released from desegregation court orders from 1991 to 2009. We find that racial school segregation in these districts increased gradually following release from court order, relative to the trends in segregation in districts rem…
Under What Assumptions Do Site-by-Treatment Instruments Identify Average Causal Effects
The increasing availability of data from multisite randomized trials provides a potential opportunity to use instrumental variables (IV) methods to study the effects of multiple hypothesized mediators of the effect of a treatment. We derive nine assumptions needed to identify the effects of multiple mediators when using site-by-treatment interactions to generate multiple instruments. Three of these assumptions are unique to the multiple-site, mul…
Reclassification Patterns Among Latino English Learner Students in Bilingual, Dual Immersion, and English Immersion Classrooms
Schools are under increasing pressure to reclassify their English learner (EL) students to “fluent English proficient” status as quickly as possible. This article examines timing to reclassification among Latino ELs in four distinct linguistic instructional environments: English immersion, transitional bilingual, maintenance bilingual, and dual immersion. Using hazard analysis and 12 years of data from a large school district, the study investiga…
Years AfterBrown: Trends and Consequences of School Segregation
Since the Supreme Court's 1954 Brown v. Board of Education decision, researchers and policy makers have paid close attention to trends in school segregation. Here we review the evidence regarding trends and consequences of both racial and economic school segregation since Brown. The evidence suggests that the most significant declines in black-white school segregation occurred in the late 1960s and early 1970s. There is disagreement about the dir…
Effectiveness of Four Instructional Programs Designed to Serve English Learners: Variation by Ethnicity and Initial English Proficiency
This article investigates the differences in academic achievement trajectories from elementary through middle school among English Learner (EL) students in four different instructional programs: English Immersion (EI), Transitional Bilingual (TB), Developmental Bilingual (DB), and Dual Immersion (DI). Comparing students with the same parental preferences but who attend different programs, we find that the English Language Arts (ELA) test scores o…
Neighborhood Income Composition by Household Race and Income, 1990-2009
Residential segregation, by definition, leads to racial and socioeconomic disparities in neighborhood conditions. These disparities may in turn produce inequality in social and economic opportunities and outcomes. Because racial and socioeconomic segregation are not independent of each other, however, any analysis of their causes, patterns, and effects must rest on an understanding of the joint distribution of race/ethnicity and income among neig…
Socioeconomic Gaps in Early Childhood Experiences: 1998 To 2010
This study compares the early life experiences of kindergarteners in 1998 and 2010 using two nationally representative data sets. We find that (a) young children in the later period are exposed to more books and reading in the home, (b) they have more access to educational games on computers, and (c) they engage with their parents more, inside and outside the home. Although these increases occurred among low- and high-income children, in many cas…
Recent Trends in Income, Racial, and Ethnic School Readiness Gaps at Kindergarten Entry
Academic achievement gaps between high- and low-income students born in the 1990s were much larger than between cohorts born two decades earlier. Racial/ethnic achievement gaps declined during the same period. To determine whether these two trends have continued in more recent cohorts, we examine trends in several dimensions of school readiness, including academic achievement, self-control, externalizing behavior, and a measure of students’ appro…
Agent-Based Simulation Models of the College Sorting Process
We explore how dynamic processes related to socioeconomic inequality operate to sort students into, and create stratification among, colleges. We use an agent-based model to simulate a stylized version of this sorting processes in order to explore how factors related to family resources might influence college application choices and college enrollment. We include two types of “agents”—students and colleges—to simulate a two-way matching process …
School Choice and Performance (30 works) · Sociology (27 works) · Urban, Neighborhood, and Segregation Studies (22 works) · Psychology (21 works) · Demographic economics (19 works) · Demography (19 works) · Economics (19 works) · Geography (18 works) · Mathematics (17 works) · Statistics (15 works)