Neighborhood Priority or Desegregation Plans? A Spatial Analysis of Voting on San Francisco’s Student Assignment System

Original Research

DOI: 10.1007/s11113-017-9435-3

Cite this article as:
Rice, L., Henderson, M. & Hunter, M. Popul Res Policy Rev (2017). doi:10.1007/s11113-017-9435-3

Abstract

In 2011, San Francisco held an unprecedented citywide vote on its public schools’ student assignment policy. Proposition H provides a unique opportunity to learn more about the public’s desire for “neighborhood schools,” as compared to their interest in maintaining districtwide desegregation efforts. This paper takes the approach of applying geographic information system tools and regression analysis to understand the relationships between neighborhood, race, income, and attitudes toward student assignment systems. By comparing the election results with demographics and school quality data, we identify patterns of support for the narrowly defeated proposition. Support for a shift toward neighborhood-based schools was higher in census tracts with high-performing schools, more school age children, high median income, or a large fraction of foreign-born residents, and lower in tracts with a high percentage of Latinos. The shifting race- and class-based politics of the city foreshadow expected demographic shifts in the US.

Keywords

Educational equity Segregation Student assignment policies School choice 

Supplementary material

11113_2017_9435_MOESM1_ESM.pdf (52 kb)
Supplementary material 1 (PDF 52 kb)

Copyright information

© Springer Science+Business Media Dordrecht 2017

Authors and Affiliations

  1. 1.Department of EconomicsMills CollegeOaklandUSA
  2. 2.Public Policy ProgramMills CollegeOaklandUSA
  3. 3.Department of SociologyMills CollegeOaklandUSA

Personalised recommendations