Sentences with phrase «school boundary neighborhoods»

In most school boundary neighborhoods, schools have a larger share of African American students than the neighborhood population of all ages.

This could be because middle and high school boundary neighborhoods are much larger and less different from each other than elementary school neighborhoods, which are smaller and more differentiated.

About 35 percent of school boundary neighborhoods are «majority» charter, meaning that more than half of students living in a school boundary attend a public charter school instead of the DCPS boundary school or a DCPS school from out - of - boundary.

We use U.S. Census Bureau 2012 - 2016 American Community Survey (ACS) 5 - Year Estimates at the Census Block Group level to construct school boundary neighborhoods.

Out - of - boundary participation rates are lower where boundary participation is highest, and higher in a few school boundary neighborhoods closest to the middle school with the highest boundary participation rate.

The relatively smaller size of Census Block Groups (compared to tracts) allows us to most closely match school boundary neighborhoods.

The lowest private school enrollment rate (4 percent) is found within the Anacostia school boundary neighborhood in southeast D.C., which is where public charter school participation rates are highest.

Figure 8 shows private school enrollment patterns by high school boundary neighborhood aggregated from Census Block Groups, as patterns by elementary school boundary neighborhood did not have large enough sample sizes to report.

This implies that if all included neighborhood characteristics are the same, an elementary school boundary neighborhood in the Wilson HS boundary would have a boundary participation rate that is 24 percent percentage points higher than others with similar characteristics.

Not exact matches

The school boundaries changed in Emma's Potomac, Maryland neighborhood.

If a school is near a border that separates an affluent neighborhood and a poor one, its boundaries could be drawn to ensure enrollment from both communities.

School boundaries were redrawn as contiguous neighborhood zones, and children who lived in each zone were guaranteed access to their neighborhood sSchool boundaries were redrawn as contiguous neighborhood zones, and children who lived in each zone were guaranteed access to their neighborhood schoolschool.

The result: five «choice» schools where Gainesville families can opt to send their children, regardless of neighborhood boundaries.

Thus the redrawing of school attendance boundaries as contiguous neighborhood zones led to a marked increase in segregation in CMS schools (Mickelson 2005, Godwin et al. 2007, Jackson 2009).

For example, suppose a district draws attendance boundaries to integrate schools and that, as a result, families decide to move (for any reason) to other neighborhoods within the district.

Meanwhile, more parents in D.C. neighborhoods west of Rock Creek Park are sending their kids to public schools, resulting in fewer spots for «out of boundary» students in the most sought - after neighborhood schools such as Lafayette, Murch and Eaton elementary schools or Deal Middle School.

At the same time, it decided to expand the learning options at its 48 schools, all of which were then neighborhood schools with neighborhood boundaries.

Moreover, reform advocates note, basing admissions on geographical boundaries is an exclusionary practice, all too redolent of the days when low - income students of minority background desperately sought to escape from «slum» or «ghetto» schools and gain access to the generally superior schools in «good» neighborhoods from which they had been barred.

Elementary schools can allocate up to 50 percent of seats to students within a defined neighborhood, while high schools have no geographic boundaries; all open - enrollment schools with available seats must admit students at any time of the year; selective schools can employ test - based admissions; and expulsion policies (but not all discipline policies) are standardized.

Only after everyone has a chance to offer opinions and observations do the teachers whose students performed the dance — two women who run an after - school neighborhood outreach program sponsored by the Boston Ballet — reveal that the dance is a blending of hip - hop and Bhangra, an Indian dance form, assigned as a choreography project to enhance self - confidence and to give the girls a chance to work on creativity within boundaries.

With a voucher in hand to shop for a school beyond their neighborhood boundary, lower - income families» voices begin to shape the delivery of education, and they become consumers.

Controlled choice eliminates the default assignment of a neighborhood school in a district, removes traditional school attendance boundaries, and creates larger zones or catchment areas within the district.

Because student funding in these states is so dependent upon neighborhood wealth, school districts are incentivized to create boundaries that exclude lower - income neighborhoods.

37 Thanks in part to multiple court orders and strong federal enforcement, school districts began to implement racial integration policies.38 From the 1960s through the 1980s, there was a general growth in school district integration as an increasing number of states and districts heeded Brown's mandate and created bussing policies and magnet schools that joined black and white students across neighborhood boundaries.

Districts should shift away from the traditional notion of a neighborhood school and redraw attendance zone boundaries so that they transcend neighborhood lines.

While the school is not a boundary school, where students are granted priority spot if they live in a certain place, the school does hold a preference for students that attend the preschool, students who live in The Villages of East Lake and East Lake and Kirkwood neighborhoods, and students with siblings at the school, which means regardless of the demand for seats from surrounding communities, the school will continue to primarily serve low - income families in the East Lake community.

Citing topics such as the new Common Core tests, technology initiatives and the recently approved boundary changes, she said the city is working to provide better access to challenging and engaging schools across all neighborhoods.

Differences between high and low boundary participation neighborhoods in terms of demographic characteristics, indicators of economic opportunity, and neighborhood characteristics are not significant at middle and high school levels.

[19] The difference between the demographics of schools and neighborhoods is not statistically significant for schools that draw the highest proportion of in - boundary students.

A previously announced plan to expand the boundaries of four South Side neighborhood high schools to take in students displaced by the proposed closings remains in place.

We also look for schools whose boundary participation rates are higher or lower than expected, based on their neighborhood characteristics.

Existing research has examined the role that school quality plays in families» school choices, but because boundary participation rates diverge based on location, it is possible that school enrollment patterns are related to neighborhood characteristics.

Instead, location within the feeder pattern for Wilson HS, D.C.'s top - performing in - boundary high school, outweighs other neighborhood aspects in explaining the tendency to enroll at in - boundary schools.

For our analysis, we calculated public charter school participation rates for each in - boundary neighborhood, or the proportion of students living within an in - boundary neighborhood who attend public charter schools anywhere in the city.

The report investigates how boundary participation rates in these neighborhoods vary with the neighborhood's characteristics (such as race and ethnicity, household income, access to transit, safety, and proximity to charter schools) separately at the elementary school level and at the middle and high school level.

To explore the relationship between neighborhood characteristics and school participation rates, we compare the characteristics of neighborhoods where in - boundary schools draw the highest proportions of students (e.g., those with boundary participation rates above the 75th percentile) to other school neighborhoods.

The in - boundary school neighborhoods that draw the highest proportion of in - boundary students have slightly fewer charter schools, although this difference is statistically significant.

We identify six in - boundary middle schools as the schools that draw the highest proportion of in - boundary students, or more than the 75th percentile of 33 percent of students from their neighborhood (see Appendix Table 4 for the middle schools with the highest boundary participation rates).

Now that we have established that boundary participation rates are different across the city in ways that systematically change with neighborhood characteristics, we can test whether differences in neighborhood characteristics can explain school choice behaviors across the city.

Looking at race, elementary school neighborhoods with low African American populations are likely to have higher boundary participation rates than neighborhoods with high African American populations.

[18] These differences are particularly strong for demographic characteristics: elementary school neighborhoods that draw the highest proportion of in - boundary students are likely to have proportionally smaller African American populations (14 percent on average, compared to 69 percent for the rest of the city) that are not decreasing as fast as they are in the rest of the city; the later dynamic could be related to the first because these neighborhoods tend to be historically white, and have very small African American populations to begin with.

These school neighborhoods also have lower poverty rates (10 percent, compared to 23 percent in low boundary - participation neighborhoods), a higher proportion of owner - occupied housing (56 percent, compared to 39 percent in low boundary participation neighborhoods), and a higher proportion of residents with a high school diploma (97 percent, compared to 86 percent in low boundary participation neighborhoods).

Our dataset combines data from local sources with U.S. Census Bureau data to assemble a profile of neighborhood characteristics and school enrollment patterns for 109 school boundaries.

Schools in the Neighborhood constructs 109 neighborhoods around each DCPS in - boundary school, and assembles a profile of neighborhood characteristics and boundary participation rates for each in - boundary school.

The findings highlight schools that enroll a higher or lower proportion of in - boundary students compared to schools in neighborhoods with similar characteristics, and identifies neighborhood characteristics of areas where families are most likely to send their children to public charter schools.

School choice also includes open enrollment — allowing students to attend public schools outside their neighborhood boundaries — and distance learning options that can help connect children in rural communities.

This study defines neighborhoods geographically by school boundaries because living within a school boundary guarantees a slot (or a preference, for pre-kindergarten students) at the in - boundary school.

Our data can't tell us which school or neighborhood factors draw families to live in these in - boundary neighborhoods in the first place.

The menu of options presented to the public includes out - of - boundary «set - asides» for low - income students and a version of «controlled choice» that would replace neighborhood school assignments with a lottery system to place children in one of a cluster of nearby schools.

Similar to findings from correlations, middle and high school neighborhood characteristics (aside from location in the Wilson HS boundary) are no longer associated with boundary participation.