The Relationship Between Racial Segregation and Educational Achievement: Looking at New York City Public High Schools
Rossman, Daniel Michael
Over the last thirty years, public schools throughout the United States have experienced de facto resegregation. The effects are especially pronounced in New York State, which now has the most racially segregated public schools in the country. New York City, home to the largest public school system in the country, is a major contributor. A vast number of studies have shown segregated schools to have harmful effects on educational achievement. Using data from the New York City Department of Education and the Common Core of Data, this paper examines the relationship between segregation levels in New York City public high schools and the educational achievement of its students. Employing year and school fixed effects, as the proportion of minority students increases by 10 percentage points, the proportion that are considered college ready decreases by 3.9 percentage points for the year fixed effects model and 4.6 percentage points for the school fixed effects model, on average. However, alternate models with variations in the key independent variable yield less clear and convincing results.
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