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作者

来源

EDUCATION AND URBAN SOCIETY,Vol.49,Issue1,P.53-80

语言

英文

关键字

school closure; access; equity; spatial equality; MIXED-INCOME SCHOOLS; RESIDENTIAL SEGREGATION; SPATIAL ACCESSIBILITY; SOCIOECONOMIC-STATUS; METROPOLITAN-AREAS; EDUCATIONAL-OPPORTUNITIES; DISTRICT CONSOLIDATION; SERVICE DISTRIBUTION; CHANGING GEOGRAPHY;

作者单位

[Lee, Jin; Lubienski, Christopher] Univ Illinois, Dept Educ Policy Org & Leadership, Urbana, IL 61801 USA. [Lubienski, Christopher] Univ Illinois, Forum Future Publ Educ, Urbana, IL 61801 USA. Lee, J (reprint author), Univ Illinois, 351 Educ Bldg,1310 S 6th St, Champaign, IL 61820 USA. E-Mail: jinlee5@illinois.edu

摘要

This study examines the impact of school closures on the sociospatial distribution of equitable access to schooling following the school closure policy pursued by the Chicago Public Schools in 2013. By examining access in terms of proximity between students and schools, the study estimates the changes in accessibility before and after school closings. The change in accessibility is compared with density maps constructed around a number of variables, including population aged 5 through 14 by race and ethnicity, proportion of families with children younger than 18 years old below the poverty level, and crime incidence during the previous 12 months. The overall results suggest that school closing may cause sociogeographic inequality in access to education.