This study examines the impact of social and ethnic desegregation plans in US schools on inequalities, analyzing the effects on student success, educational level, and crime among young adults.
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[...] These effects are concentrated in neighborhoods with many minorities (over 60%). The end of the desegregation policy has exacerbated the effects of minority residential segregation, reducing opportunities for interracial relationships. The racial composition affects test performance less in younger cohorts, who entered 6th, 5th, or 4th grade in the 2002 intake. However, ethnic composition continues to influence crime for these cohorts. The authors refer to compensatory resource allocation policies, such as teacher salary increases, increased staffing ratios, and building renovations, implemented from 2006 for CMS high schools with the most serious social problems. [...]
[...] (2011), "Long-run Impacts of School Desegregation & School Quality on Adult Attainments", NBER Working Paper, 16664 Johnson (2011) studies the long-run impacts of court-ordered school desegregation on a range of socioeconomic and health outcomes for adults. Methodology: The author analyzes the life trajectories of children born between 1945 and 1968 and followed until 2013; for this, he uses the data from a panel device ( [...]
[...] Board of Education declared racial segregation in American public schools unconstitutional. Following the laws of 1964 and 1968, racial desegregation plans were implemented in hundreds of American districts between 1960 and 1980. These plans involved transferring black students to schools where they were underrepresented, integrating racial criteria into recruitment policies, modifying school zoning, reallocating students between two nearby schools with very different racial compositions. Methodology: Anstreicher, Fletcher, and Thompson (2022) study the long-term effects of exposure to desegregation orders on human capital and labor market outcomes. [...]
[...] First, the authors review studies on trends in ethnic segregation in the United States since the 1960s. They show that the most significant declines in school segregation between Blacks and Whites occurred at the end of the 1960s and the beginning of the 1970s. There are disagreements on the orientation of more recent trends, largely related to how one defines and measures segregation. The second part of the article is devoted to the consequences of racial desegregation policies in the United States, based on a literature review. [...]
[...] The coefficients et measure therefore the effects of known desegregation plans at different ages. The reference situation of the model corresponds to the case where the person has reached 17 years of age at the time a desegregation plan was decided. The coefficients are estimated as control: for the method to be valid they should not be significantly different from 0 (which is the case). Results: The analyses indicate that the school desegregation policy has significantly increased both academic and professional outcomes, the quality of higher education and adult earnings, and has also reduced the likelihood of incarceration and improved adult health. [...]
