Immigration and urban schools: The dynamics of demographic change in the nation's largest school district

Research output: Contribution to journalArticle

Abstract

The authors use a rich data set on New York City public elementary schools to explore how changes in immigrant representation have played out at the school level, providing a set of stylistic facts about the magnitude and nature of demographic changes in urban schools. They find that while the city experienced an overall increase in its immigrant representation over the 5 years studied, its elementary schools did not. Although the average school experienced little change during this period, a significant minority of schools saw sizable shifts. The change does not mirror the White flight and 'tipping' associated with desegregation but rather suggests a tendency to stabilize, with declines in immigrant enrollments concentrated in schools with larger immigrant populations at the outset. The authors also find that changes in the immigrant shares influence the composition of the school's students, and that overall school demographic changes do not mirror grade-level changes within schools.

Original languageEnglish (US)
Pages (from-to)295-316
Number of pages22
JournalEducation and Urban Society
Volume41
Issue number3
DOIs
StatePublished - Mar 2009

Fingerprint

population development
immigration
district
school
immigrant
elementary school
immigrant population
segregation
flight
minority
student

Keywords

  • Immigration
  • School change

ASJC Scopus subject areas

  • Education
  • Urban Studies

Cite this

@article{243be051c8ac474cb6ac64a8c04d5b2c,
title = "Immigration and urban schools: The dynamics of demographic change in the nation's largest school district",
abstract = "The authors use a rich data set on New York City public elementary schools to explore how changes in immigrant representation have played out at the school level, providing a set of stylistic facts about the magnitude and nature of demographic changes in urban schools. They find that while the city experienced an overall increase in its immigrant representation over the 5 years studied, its elementary schools did not. Although the average school experienced little change during this period, a significant minority of schools saw sizable shifts. The change does not mirror the White flight and 'tipping' associated with desegregation but rather suggests a tendency to stabilize, with declines in immigrant enrollments concentrated in schools with larger immigrant populations at the outset. The authors also find that changes in the immigrant shares influence the composition of the school's students, and that overall school demographic changes do not mirror grade-level changes within schools.",
keywords = "Immigration, School change",
author = "Ellen, {Ingrid Gould} and Katherine O'Regan and Dylan Conger",
year = "2009",
month = "3",
doi = "10.1177/0013124508327600",
language = "English (US)",
volume = "41",
pages = "295--316",
journal = "Education and Urban Society",
issn = "0013-1245",
publisher = "SAGE Publications Inc.",
number = "3",

}

TY - JOUR

T1 - Immigration and urban schools

T2 - The dynamics of demographic change in the nation's largest school district

AU - Ellen, Ingrid Gould

AU - O'Regan, Katherine

AU - Conger, Dylan

PY - 2009/3

Y1 - 2009/3

N2 - The authors use a rich data set on New York City public elementary schools to explore how changes in immigrant representation have played out at the school level, providing a set of stylistic facts about the magnitude and nature of demographic changes in urban schools. They find that while the city experienced an overall increase in its immigrant representation over the 5 years studied, its elementary schools did not. Although the average school experienced little change during this period, a significant minority of schools saw sizable shifts. The change does not mirror the White flight and 'tipping' associated with desegregation but rather suggests a tendency to stabilize, with declines in immigrant enrollments concentrated in schools with larger immigrant populations at the outset. The authors also find that changes in the immigrant shares influence the composition of the school's students, and that overall school demographic changes do not mirror grade-level changes within schools.

AB - The authors use a rich data set on New York City public elementary schools to explore how changes in immigrant representation have played out at the school level, providing a set of stylistic facts about the magnitude and nature of demographic changes in urban schools. They find that while the city experienced an overall increase in its immigrant representation over the 5 years studied, its elementary schools did not. Although the average school experienced little change during this period, a significant minority of schools saw sizable shifts. The change does not mirror the White flight and 'tipping' associated with desegregation but rather suggests a tendency to stabilize, with declines in immigrant enrollments concentrated in schools with larger immigrant populations at the outset. The authors also find that changes in the immigrant shares influence the composition of the school's students, and that overall school demographic changes do not mirror grade-level changes within schools.

KW - Immigration

KW - School change

UR - http://www.scopus.com/inward/record.url?scp=60049088295&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=60049088295&partnerID=8YFLogxK

U2 - 10.1177/0013124508327600

DO - 10.1177/0013124508327600

M3 - Article

AN - SCOPUS:60049088295

VL - 41

SP - 295

EP - 316

JO - Education and Urban Society

JF - Education and Urban Society

SN - 0013-1245

IS - 3

ER -