Can Class-Based Substitute for Race-Based Student Assignment Plans? Evidence From Wake County, North Carolina

Published

Journal Article

© The Author(s) 2015. This study uses a North Carolina administrative data set to analyze racial segregation and student achievement in Wake County during race-based and income-based school assignment plans. We find a modest increase in the level of racial segregation in Wake schools during the income-based plan, but compared with other large districts in the state, Wake County remained relatively desegregated. We also find a small increase in reading and math test scores and a narrowing of the Black-White test score gap. Our analysis indicates that the improvement in math scores may be partially due to school composition changes attributable to the income-based assignment plan.

Full Text

Duke Authors

Cited Authors

  • McMillian, MM; Fuller, S; Hill, Z; Duch, K; Darity, WA

Published Date

  • September 1, 2018

Published In

Volume / Issue

  • 53 / 7

Start / End Page

  • 843 - 874

International Standard Serial Number (ISSN)

  • 0042-0859

Digital Object Identifier (DOI)

  • 10.1177/0042085915613554

Citation Source

  • Scopus