Accountability in a Postdesegregation Era: The Continuing Significance of Racial Segregation in Florida’s Schools
By K. Borman, T. Eitle, D. Michael, David Eitle, Reginald Lee, Larry Johnson, Deirdre Cobb-Roberts, Sherman Dorn, Barbara J. Shircliffe. 2004
132 citations recorded by the source corpus.
In the wake of both the end of court-ordered school desegregation and the growing popularity of accountability as a mechanism to maximize student achievement, the authors explore the association between racial segregation and the percentage of students passing high-stakes tests in Florida’s schools. Results suggest that segregation matters in predicting school-level performance on the Florida Comprehensive Assessment Test after control for other known and purported predictors of standardized test performance. Also, these results suggest that neither recent efforts by the state of Florida to equalize the funding of education nor current efforts involving high-stakes testing will close the Black-White achievement gap without consideration of the racial distribution of students across schools.
Subfields: Education, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/f1464a68b6df26fc3ab474436f6124c59161676e
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Citations in the corpus
- Theorizing on the Stereotyping of Black Male Student-Athletes: Issues and Implications (2008, unknown): “In contrast, White students are more likely to attend schools in suburban and rural areas and less likely to attend schools in high-poverty communities (Borman et al., 2004; Livingston & Wirt, 2004).”
- Racial-Ethnic Differences at the Intersection of Math Course-taking and Achievement (2010, unknown): “Namely, the achievement levels of academically strong minority students appear to be more sensitive to racial/ethnic composition than the achievement levels of similar white students (Hanushek and Rivkin 2006; Hoxby and Weingarth 2006; K. M. Borman et al. 2004).”
- Segregating Arizona's English Learners: A Return to the “Mexican Room”? (2012, background): “All of these factors taken together tend to produce lower educational achievement for the students who are assigned to these schools (Mickelson, 2001; Borman et al., 2004).”