Last week, the U.S. Government Accountability Office (GAO) issued a report, part of which presented an analysis of access to educational opportunities among the nation’s increasingly low income and minority public school student population. The results, most generally, suggest that the proportion of the nation's schools with high percentages of lower income (i.e., subsidized lunch eligible) and Black and Hispanic students increased between 2000 and 2013.
The GAO also reports that these schools, compared to those serving fewer lower income and minority students, tend to offer fewer math, science, and college prep courses, and also to suspend, expel, and hold back ninth graders at higher rates.
These are, of course, important and useful findings. Yet the vast majority of the news coverage of the report focused on the interpretation of these results as showing that U.S. schools are “resegregating.” That is, the news stories portrayed the finding that a larger proportion of schools serve more than 75 percent Black and Hispanic students as evidence that schools became increasingly segregated between the 2000-01 and 2013-14 school years. This is an incomplete, somewhat misleading interpretation of the GAO findings. In order to understand why, it is helpful to discuss briefly how segregation is measured.