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Exploring the Difference in Diverse Schools' Destinies: A Research Note


by Erica Frankenberg March 04, 2010

Many schools are diverse, but it is unclear whether they will remain so or are in the process of racial transition and appear diverse for a short period of time. This research note examines the stability (or instability) of racially diverse schools over the period of a decade. In particular, it studies the characteristics of schools and districts that may relate to whether schools remain stably diverse or whether they are susceptible to rapid racial change. Using federal education data, this analysis finds that school and district characteristics such as size and racial composition provide different contexts which may differentially affect the stability of diverse schools. These patterns have important implications for schools, teachers, and the communities in which they are located.


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Cite This Article as: Teachers College Record, Date Published: March 04, 2010
http://www.tcrecord.org ID Number: 15929, Date Accessed: 11/20/2017 6:59:15 AM

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About the Author
  • Erica Frankenberg
    University of California, Los Angeles
    E-mail Author
    ERICA FRANKENBERG is the Research and Policy Director for the Initiative on School Integration at the Civil Rights Project/Proyecto Derechos Civiles at UCLA where she has authored numerous reports. She edited Lessons in Integration (University of Virginia Press, with Gary Orfield). Her research focus is on racial desegregation and inequality in K-12 schools and the connections between school segregation and other metropolitan policies. She received her doctorate in educational policy at the Harvard University Graduate School of Education and her A.B. in education policy from Dartmouth College.
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