Show Me: Diversity and Isolation Indicators of Spatial Segregation Within and Across Missouri's School Districts

ABSTRACT

Our study examines patterns of spatial segregation using diversity and isolation indicators within and across Missouri school districts. Evaluating segregation from a critical spatial perspective emphasizes the importance of place when evaluating the quality of educational opportunity for diverse student populations. The methodology involves the use of geographic information systems (GIS) maps that capture diversity and isolation dimensions of segregation using racial census tracts. Our spatial approach indicated statistically significant high and low diversity clusters, along with nearby areas of contrasting diversity. The analysis represents a methodological contribution to the study of quantifying segregation dimensions that more accurately represent how they operate across geographic space. In order for educational opportunity to improve, more walkable neighborhoods with high-quality schools in urban communities and interdistrict school transfer options in metropolitan regions are needed. If constructed and established at the same time, these reforms provide cost–benefit advantages to local and state residents.

Notes

1 The segregation index measures the degree to which the minority group is distributed differently across the census tract. The scores range from 0 (completely integrated) to 100 (completely segregated) where the value indicates the percentage of the minority group that would have to move to be distributed exactly like whites.

Additional information

Notes on contributors

William F. Tate

William F. Tate is the Edward Mallinckrodt Distinguished University Professor in Arts & Sciences at Washington University in St. Louis. In addition, he serves as the dean of the graduate school and vice provost for graduate education. He is an urbanist and social scientist interested in the application of epidemiological and geospatial models to explain the social determinants of education attainment, health, and related developmental outcomes. He is a past president and fellow of the American Educational Research Association. Tate is a member of the National Academy of Education.

Mark C. Hogrebe

Mark C. Hogrebe is an educational researcher in the department of education at Washington University in St. Louis. His interests include research and evaluation methodologies in applied settings, education in the social science and STEM fields, diversity issues, and using geographic information systems (GIS) to give geospatial perspective to education data. His research projects integrate data from different sources into GIS technologies that help researchers understand and communicate complex spatial relationships. He received his Ph.D. in educational psychology from the University of Georgia and has taught courses in applied statistics, research design, and GIS methodologies.