An Analysis of Racial Trends and Segregation in the Upper Darby School District

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Abstract

Almost two-thirds of U.S. public school students currently attend schools where more than half of students are of their own race or ethnicity (1). While the famed Brown v. Board of Education sought to create an integrated school system, many studies report evidence of the policy’s failure. Scholars note that resegregation trends, in urban and suburban school districts, are worsening. This segregation crisis has attracted attention from media and policymakers, as many citizens languish in low-resourced communities that feed into low-resourced schools. Much of the existing research examines segregation trends by looking between school districts for outcome differences. With that, there is a lack of comprehensive research that examines within-district school segregation. The purpose of this study is to answer the following questions: 1) To what extent are Upper Darby Public Schools segregated by race/ethnicity and are there any notable historical trends? 2) What factors may have led to the current racial representation in Upper Darby public schools? 3) Has Upper Darby School District taken any actions to continue the legacy of Brown v. Board of Education? This research found a high segregation index within the district that stems from patterns of residential segregation and results in stark outcome differences between attendance zones. Gaining knowledge of historical trends in this Philadelphia suburb can provide guidance for school district efforts that seek to continue the legacy of Brown and alleviate racial tensions in suburbs experiencing racial and economic transformation. 

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References
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