(This is part three of a four part series. Monday: An introduction. Tuesday: Class, race and crime. Today: Class, race and education. Thursday: Inclusionary zoning.)
We've talked at length here before about Durham's public schools, which as a system struggle with lower aggregate test scores on end-of-grade achievement tests and with a broad stigma in the local community. Often, it is school test scores that have driven persons moving to the Triangle to shy away from living in Durham, with Wake County the historic recipient of in-migration as a result.
At the same time, we've discussed here previously, at a 30,000 foot view, seemed to provide explanations for why school performance in Durham really was more a factor of underlying socioeconomic factors, not the performance of schools themselves.
Last March, we looked at data that disaggregate Durham's overall school performance by race and found that, within individual racial demographics, white students performed about as well in Durham as white students in Wake. The same, by and large, was visible for black and students. At the most cursory level, the explanatory power here seemed to be non-Durham-specific elements correlated with the performance of students from various racial backgrounds across districts:
First, and obviously, we
have a national crisis in terms of the education that African-American
youth are receiving. That's a complex issue that goes beyond schools
and into issues of historic discrimination, underserved neighborhoods,
trends in families, and failures of public policy in housing and
financial support. On the local level, it looks like the numbers in
the Triangle mirror the trends in the nation -- inexcusable as they are.
Back in January, we looked closer at the impact of socioeconomics on school performance in the context of the debate over redistricting at Creekside. Looking at Wake and Durham County, we suggested, the big predictor of how well a school performed on end-of-grade tests was the poverty level in a school, as measured by free and reduced lunch rates. While we didn't perform any data analysis on the correlation between free & reduced lunch rates -- a typical predictor of poverty -- and end-of-grade performance, the suggestion was clear: it sure looked like poverty was a key predictor of academic success.
Much to my delight, Duke sophomore Kristen Manderscheid has now completed exactly that sort of analysis, published in the Spring 2008 edition of the Duke Journal of Economics. The same caveats from yesterday's crime analysis still apply: these studies use relatively straightforward analytical tools, should be taken as a starting point for further analysis, and any errors in the reporting or conclusions I draw in this post are mine, not the authors.
Manderscheid's paper seeks to try to determine what factors influence the variable success of Durham's schools -- a factor which obviously, she notes, varies by the racial composition. But, she asks, to what extent is it class and income that really are to play here; to what extent is race simply a shortcut for wealth, educational attainment, and family stability? And, Manderscheid asks, are there factors beyond wealth and race that factor into educational outcomes in Durham schools?