Race, geography, and school choice policy: A critical analysis of Detroit students’ suburban school choices
Principal Investigator(s): View help for Principal Investigator(s) Jeremy Singer, Wayne State University; Sarah Lenhoff, Wayne State University
Version: View help for Version V2
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Project Citation:
Singer, Jeremy, and Lenhoff, Sarah. Race, geography, and school choice policy: A critical analysis of Detroit students’ suburban school choices. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2022-07-20. https://doi.org/10.3886/E155661V2
Project Description
Summary:
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The purpose of this study is to advance our thinking about race and racism in geospatial analyses of school choice policy. To do so, we present a critical race spatial analysis of Detroit students’ suburban school choices. To frame our study, we describe the racial and spatial dynamics of school choice, drawing in particular on the concepts of opportunity hoarding and predatory landscapes. We find that Detroit students’ suburban school choices were circumscribed by racial geography and concentrated in just a handful of schools and districts. We also find notable differences between students in different racial groups. For all Detroit exiters, their schools were significantly more segregated and lower quality than those of their suburban peers. We propose future directions for research on families’ school choices as well as school and district behavior at the intersection of race, geography, and school choice policy.
This research result used data structured and maintained by the MERI-Michigan Education Data Center (MEDC). MEDC data are modified for analysis purposes using rules governed by MEDC and are not identical to those data collected and maintained by the Michigan Department of Education (MDE) and/or Michigan’s Center for Educational Performance and Information (CEPI). Results, information, and opinions solely represent the analysis, information, and opinions of the author and are not endorsed by, or reflect the views or positions of, grantors, MDE, and CEPI or any employee thereof. All errors are my own.
This research result used data structured and maintained by the MERI-Michigan Education Data Center (MEDC). MEDC data are modified for analysis purposes using rules governed by MEDC and are not identical to those data collected and maintained by the Michigan Department of Education (MDE) and/or Michigan’s Center for Educational Performance and Information (CEPI). Results, information, and opinions solely represent the analysis, information, and opinions of the author and are not endorsed by, or reflect the views or positions of, grantors, MDE, and CEPI or any employee thereof. All errors are my own.
Scope of Project
Geographic Coverage:
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Metropolitan Detroit Area
Time Period(s):
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9/1/2015 – 6/30/2016 (2015-16 school year)
Data Type(s):
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administrative records data
Collection Notes:
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This research result used data
structured and maintained by the MERI-Michigan Education Data Center (MEDC).
MEDC data is modified for analysis purposes using rules governed by MEDC and
are not identical to those data collected and maintained by the Michigan
Department of Education (MDE) and/or Michigan’s Center for Educational
Performance and Information (CEPI). Results, information and opinions solely
represent the analysis, information and opinions of the author(s) and are not
endorsed by, or reflect the views or positions of, grantors, MDE and CEPI or
any employee thereof.
Methodology
Data Source:
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MERI-Michigan Education Data Center (MEDC)
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