Citation

Conger D. Educ. Urban Soc. 2010; 42(3): 307-334.

Copyright

(Copyright © 2010, SAGE Publishing)

DOI

10.1177/0013124509356505

PMID

unavailable

Abstract

This article offers new directions in measuring racial isolation in schools. The most widely used measurement approach is to examine the mean on the distribution of school percentage non-White across non-White students (the isolation rate) or the percentage of non-White students in schools with large shares of non-Whites (e.g., 90% or more) at a single point in time. Using data on New York City public school students, I discuss the complexity that is revealed when school officials and researchers consider the following three dimensions of racial isolation: between classrooms, over time, and among non-White students.