Immigration, ethnicity, and the loss of white students from California public schools, 1990–2000

Immigration, ethnicity, and the loss of white students from California public schools, 1990–2000 This article investigates whether and the extent to which “white flight” from Hispanic and Limited English Proficient (LEP) students has been occurring in California’s public schools and further, examines the level (school or district) on which “white flight” may operate. Using school-level administrative data from the California Department of Education from 1990 to 2000, we estimate exponential growth rate models of white enrollment with school-level fixed effects. The results shed light on the implications of immigration for school segregation in the United States. The analysis indicates that white enrollment declined in response to increases in the number of Spanish-speaking LEP and Hispanic students, and that “white flight” from LEP or Hispanic students occurred more at the district than the school level in the case of primary schools, and at the school level for secondary schools. In addition, schools with higher percentages of Spanish LEP students in the school than the district, and with higher percentages in the district relative to the county, experienced greater losses in white enrollments than other schools, thus suggesting that higher levels of segregation in the wider metropolitan area accelerate white flight. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Population Research and Policy Review Springer Journals

Immigration, ethnicity, and the loss of white students from California public schools, 1990–2000

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Publisher
Springer Journals
Copyright
Copyright © 2007 by Springer Science+Business Media B.V.
Subject
Social Sciences; Population Economics ; Economic Policy; Economic Geography; Demography
ISSN
0167-5923
eISSN
1573-7829
D.O.I.
10.1007/s11113-007-9035-8
Publisher site
See Article on Publisher Site

Abstract

This article investigates whether and the extent to which “white flight” from Hispanic and Limited English Proficient (LEP) students has been occurring in California’s public schools and further, examines the level (school or district) on which “white flight” may operate. Using school-level administrative data from the California Department of Education from 1990 to 2000, we estimate exponential growth rate models of white enrollment with school-level fixed effects. The results shed light on the implications of immigration for school segregation in the United States. The analysis indicates that white enrollment declined in response to increases in the number of Spanish-speaking LEP and Hispanic students, and that “white flight” from LEP or Hispanic students occurred more at the district than the school level in the case of primary schools, and at the school level for secondary schools. In addition, schools with higher percentages of Spanish LEP students in the school than the district, and with higher percentages in the district relative to the county, experienced greater losses in white enrollments than other schools, thus suggesting that higher levels of segregation in the wider metropolitan area accelerate white flight.

Journal

Population Research and Policy ReviewSpringer Journals

Published: Jun 23, 2007

References

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