- Rachel M. Perera
Search EdWorkingPapers by author, title, or keywords.
Rachel M. Perera
This paper conceptualizes segregation as a phenomenon that emerges from the intersection of public policy and individual decision-making. Contemporary scholarship on complex decision-making describes a two-step process—1) Editing and 2) Selection— and has emphasized the individual decision-maker’s agency in both steps. We build on this work by exploring, both theoretically and empirically, how policy can structure the choices individuals face at each step. We conduct this exploration within the empirical context of enrollment decisions among families in the Wake County Public School System (WCPSS), which used a controlled school choice system to help achieve diversity aims. We first investigate the schooling choice sets that WCPSS constructed for families and then examine families’ schooling selections. We find that families were offered choice sets containing schools varying racial compositions, but that the racial makeup of schools in families’ choice set systematically varied by schooling type and student race/ethnicity. We further show that a majority of families enrolled in their district-assigned default school, with Black and Hispanic families more likely than white or Asian families to attend this option. Finally, we demonstrate that white or Asian families enroll in their default school at lower rates as the share of Black students increases.
Using newly available data on all civil rights complaints submitted to the U.S. Department of Education’s Office for Civil Rights related to racial discrimination in discipline between 1999 and 2018, I provide the first systematic evidence on how modern federal civil rights enforcement is used to address racial discrimination in discipline. I find that less than 50 percent of complaints received each year result in a federal investigation. I also find that 70 to 80 percent of investigations are closed due to insufficient evidence of a civil rights violation. Results also suggest that districts with higher shares of minoritized students, higher levels of segregation, and districts with larger racial educational gaps are more likely to receive a civil rights complaint after controlling for other district factors.
The vast majority of literature on school choice, and charter schools in particular, focus on attending an elementary or middle school grades and often focus on test scores or other proximal outcomes. Much less is known about the long-term effects of attending a charter school in 9th grade. It is important to fill this information void for a few reasons. First, schools in general affect more than just students’ test scores. Second, secondary schools (including grades 9 to 12) make up a larger share of the charter sector. Third, school choice depends on freely available information for parents and students to make informed decisions about where to attend, including potential long-term benefits. We add to the empirical research on charter school effects by using a doubly-robust inverse probability weighted approach to evaluate the impacts of secondary charter school attendance on 9th grade behavioral outcomes and individuals propensity to commit crime and participate in elections as young adults in North Carolina, a state with a large and growing charter school sector.