A few weeks ago, the Shanker Institute published an analysis of segregation by race and ethnicity in D.C. metro area schools (including D.C. proper, Alexandria City, Arlington and Fairfax County in Virginia, and Montgomery and Prince George’s Counties in Maryland).
The report, written with my co-author Bilan Jama, presents multiple measures to characterize segregation within each of these six districts and across the entire metro area, but it also focuses on segregation between districts. This is a very important distinction for understanding segregation, particularly in large metropolitan areas. Put simply, students may be systematically sorted into schools within each district (e.g., white students may be concentrated in some schools while African American students are concentrated into others), but they might also be sorted between districts (e.g., some districts may serve mostly black, white, Asian or Latino students, while others serve very few such students). Both of these factors affect the racial and ethnic composition of schools, and so both contribute to or attenuate segregation in the metro area as a whole.
The D.C. metro area is an excellent context for this kind of analysis because it is so racially and ethnically diverse, with relatively strong representation of white (26.5 percent), black (34.7), Hispanic (27.2), and Asian students (11.6). This diversity is the “raw material” for truly diverse schools. Unfortunately, we found this not to be the case, and the underlying reasons why are interesting.