Peabody Journal of Education, October 1, 2019 by Kendra Taylor, Jeremy Anderson, Erica Frankenberg
This study documents and measures the racial and income segregation from 2000 to 2015 in U.S. districts engaged in voluntary integration, examining the relationship between integration methods and levels of segregation. Block group-level segregation is also measured to better understand residential patterns of segregation within the districts and contextualize school-level trends.
Race-conscious Educational Policies in the Post-Obama Era: Separation of Powers, Federalism, and Civil Society
CECR Director Erica Frankenberg (Principal Investigator), Genevieve Siegel-Hawley from Virginia Commonwealth University, and Kathryn McDermott from University of Massachusetts, Amherst were awarded a Spencer grant to examine whether and through what processes civil rights federal policies changed during the current administration.
This literature review by CECR Director Erica Frankenberg is published by the Intercultural Development Research Association - Equity Assistance Center, Southern Region as one part of their web package on Using Socioeconomic-Based Strategies to Further Racial Integration, which also includes a summary of this literature review.
School District Secessions: How Boundary Lines Stratify School and Neighborhood Populations in Jefferson County, Alabama, 1968-2014
This CECR publication by Penn State College of Education Professor Erica Frankenberg and PhD Candidate Kendra Taylor considers how the creation of school district boundary lines may further separate neighborhoods and schools into homogenous subunits.
This project is aimed at examining empirical evidence regarding the extent to which districts are implementing integration policies, and whether — and under what conditions — schools are diverse when districts use such policies.
Black and Latino students in the South are increasingly isolated in intensely segregated schools and are doubly segregated in schools serving low-income students, according to new research released May 24, 2017 by the Civil Rights Project/Proyecto Derechos Civiles at UCLA and the Center for Education and Civil Rights at Penn State. This report shows reversal of civil rights era gains in the region and that charter schools are more segregated for Black and Latino students.
Published by Teachers College Press, the book brings together interdisciplinary perspectives from both education and legal scholars and considers curricular, political, and legal approaches to addressing civil rights issues in education. Edited by Erica Frankenberg, Liliana M. Garces, and Megan Hopkins.
Brown At 62: School Segregation by Race, Poverty and State
Gary Orfield, Jongyeon Ee, Erica Frankenberg, and Genevieve Siegel-Hawley
Published as the 62nd anniversary of the Brown v. Board of Education decision arrived again without any major initiatives to mitigate spreading and deepening segregation in our nation’s schools, this Civil Rights Project research brief draws from a much broader study of school segregation to be published in September 2016. The authors show the obvious importance of confronting these issues given the strong relationship between racial and economic segregation and inferior educational opportunities clearly demonstrated in research over many decades.
Gary Orfield, Erica Frankenberg
Edited by Erica Frankenberg and Gary Orfield
Edited by Erica Frankenberg and Elizabeth DeBray
Erica Frankenberg, Jeremy Anderson, and Kendra Taylor
Published by CECR, this brief highlights preliminary findings of an ongoing exploration of what methods of voluntary integration are used by U.S. school discricts, to what extent, and where. The authors also measure the levels of racial and free and reduced lunch segregation within these discrtics, in order to understand the patterns of segregation over time where voluntary integration is occurring.
Jeremy Anderson, Kendra Taylor, and Erica Frankenberg
In this review, U.S. school discricts engaged in using student assignment policies to voluntarily integrate schools, are surveyed to provide examples of voluntary integration policies, to illustrate the variety of ways school districts define diversity, and to analyze the relationship between policy and school and residential integration.
Dr. Jennifer Jellison Holme and Dr. Erica Frankenberg
CECR Director Erica Frankenberg serves as advisor to the Pennsylvania Education Equity Project (PEEP) which has to date produced 10 conference papers from original research on educational equity in Pennsylvania and hosted events on educational equity on campus and for the community.