Nearly 50 Years Post-Jim Crow: Persisting and Expansive School Segregration for African American, Latina/o, and ELL Students in Texas


Nearly 50 Years Post-Jim Crow: Persisting and Expansive School Segregration for African American, Latina/o, and ELL Students in Texas

Issue/Topic: English Language Learner/Bilingual; Desegregation
Author(s): Holme, Jennifer; Heilig, Julian
Organization(s): University of Texas at Austin
Publication: Education and Urban Society
Published On: 8/16/2013

Background:
Texas school districts have a history of using native language as a rationale for segregating students. Although the English language learner (ELL) population is growing, the extent to which students are affected by race, poverty, and language proficiency is not well understood.

Purpose:
To address segregation of English language learners (ELL) in Texas, and to examine the association between high stakes accountability ratings and segregation by race/ethnicity, economic disadvantage, and language proficiency

Findings/Results:
 
Policy Implications/Recommendations:

Research Design:
Descriptive analyses, multivariate logistic regression

Population/Participants/Subjects:
K-12 Texas students in public schools

Year data is from:
2011

Setting:
State

Data Collection and Analysis:
Authors first examine ELL segregation by using school-level data from the Public Education Information Management System. They consider how federal and state legal decisions affected segregation, descriptively examine levels of racial, economic and linguistic isolation experienced by ELLs, then conduct an inferential statistical analysis to understand the association between segregation by race/ethnicity, economic disadvantage and language proficiency with high-stakes accountability ratings.

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