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      The role of geography in school segregation in the free parental choice context of Dutch cities

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      Urban Studies
      SAGE Publications

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          Abstract

          School segregation and residential segregation are generally highly correlated. Cities in the Netherlands are considered to be moderately segregated residentially, while the educational landscape is choice-based but publicly funded. This article analyses how school and residential segregation are interrelated in the educational landscape of Dutch cities. Drawing on individual register data about all primary school pupils in the 10 largest cities, it demonstrates that segregation by ethnicity and social class is generally high, but that the patterns differ strongly between cities. By hypothetically allocating children to the nearest schools, this article demonstrates that even in a highly choice-based school context school segregation is to a large extent the effect of residential patterns. The role of residential trends, notably gentrification, is therefore crucial for understanding the differences in current trends of school segregation across Dutch urban contexts.

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          Great American City

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            60 Years After Brown: Trends and Consequences of School Segregation

            Since the Supreme Court's 1954 Brown v. Board of Education decision, researchers and policy makers have paid close attention to trends in school segregation. Here we review the evidence regarding trends and consequences of both racial and economic school segregation since Brown. The evidence suggests that the most significant declines in black-white school segregation occurred in the late 1960s and early 1970s. There is disagreement about the direction of more recent trends in racial segregation, largely driven by how one defines and measures segregation. Depending on the definition used, segregation has either increased substantially or changed little, although there are important differences in the trends across regions, racial groups, and institutional levels. Limited evidence on school economic segregation makes documenting trends difficult, but students appear to be more segregated by income across schools and districts today than in 1990. We also discuss the role of desegregation litigation, demographic changes, and residential segregation in shaping trends in both racial and economic segregation. We develop a general conceptual model of how and why school segregation might affect students and review the relatively thin body of empirical evidence that explicitly assesses the consequences of school segregation. We conclude with a discussion of aspects of school segregation on which further research is needed.
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              White Middle-Class Identities and Urban Schooling

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                Author and article information

                Journal
                Urban Studies
                Urban Studies
                SAGE Publications
                0042-0980
                1360-063X
                November 2019
                April 01 2019
                November 2019
                : 56
                : 15
                : 3074-3094
                Affiliations
                [1 ]Urban Geographies, University of Amsterdam, The Netherlands
                Article
                10.1177/0042098019832201
                44dbeaa6-3e4a-470e-9555-0450b7ad93f4
                © 2019

                http://journals.sagepub.com/page/policies/text-and-data-mining-license

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