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Broad Implications: The main point of this article is that not all schools are created equal and some students and teachers are disadvantaged by the area they're in. The best I can do is make sure to get the kids trust and respect. Also make sure I'm not coming off as boring and do things to keep their attention. 

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Broad Implications: The main point of this article is that not all schools are created equal and some students and teachers are disadvantaged by the area they're in. The best I can do is make sure to get the kids trust and respect. Also make sure I'm not coming off as boring and do things to keep their attention. 

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What Should One Do? I would do as a teacher would be to form a bond with the students, be a friend to them. Another thing would be to find ways to engage students so they enjoy coming to school. Also advocate for better resources at these schools and pressure local leaders. Another thing would be advocating against standardized testing as it hurts student confidence and causes schools to lose funds if kids do bad.

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What Should One Do? I would do as a teacher would be to form a bond with the students, be a friend to them. Another thing would be to find ways to engage students so they enjoy coming to school. Also advocate for better resources at these schools and pressure local leaders. Another thing would be advocating against standardized testing as it hurts student confidence and causes schools to lose funds if kids do bad.

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Improvements: The article's introduction could be better written, it doesn't really catch the attention of the reader like the intro sentence should. The article  only looks at high schools, yet in the article doesn't make that distinction until the research portion of the article.

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Improvements: The article's introduction could be better written, it doesn't really catch the attention of the reader like the intro sentence should. The article  only looks at high schools, yet in the article doesn't make that distinction until the research portion of the article.

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How the Study was Designed: The article and study was very well designed. The authors cite all their sources, the research is all very well organized, and visuals that help illustrate what they're saying in a more visually interesting and engaging way. 

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How the Study was Designed: The article and study was very well designed. The authors cite all their sources, the research is all very well organized, and visuals that help illustrate what they're saying in a more visually interesting and engaging way. 

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Conclusion Found by Researchers: Kids that have to go to high schools in low income neighborhoods are less likely to attend school or succeed in school. Also, high schools in these areas are often rated as low quality due to attendance and standardized test scores.

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Conclusion Found by Researchers: Kids that have to go to high schools in low income neighborhoods are less likely to attend school or succeed in school. Also, high schools in these areas are often rated as low quality due to attendance and standardized test scores.

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How It Was Conducted: The study was conducted by using the Geographic information system to determine public school district, focusing on high schools, the concentration of poverty in the area, and the racial demographics of the area. They then measured the attendance records of these schools and if the schools were rated of high quality by average GPA of the school. 

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How It Was Conducted: The study was conducted by using the Geographic information system to determine public school district, focusing on high schools, the concentration of poverty in the area, and the racial demographics of the area. They then measured the attendance records of these schools and if the schools were rated of high quality by average GPA of the school. 

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The Study: The participants the authors observed were low income, predominantly black and latino high school students that lived in the resource rich city of Johnsonville. The authors compared the 13 school districts in Johnsonville to each other and took into account the poverty rate in the district.

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The Study: The participants the authors observed were low income, predominantly black and latino high school students that lived in the resource rich city of Johnsonville. The authors compared the 13 school districts in Johnsonville to each other and took into account the poverty rate in the district.

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The authors' goals: The authors of the article, Terrence L. Green, Joanna Sanchez, and Emily Germain, want to find out how geography and socioeconomic status effect secondary education in these areas.

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The authors' goals: The authors of the article, Terrence L. Green, Joanna Sanchez, and Emily Germain, want to find out how geography and socioeconomic status effect secondary education in these areas.

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Article link: Green, T. L., Sánchez, J., & Germain, E. (2017). Communities and School Ratings: Examining Geography of Opportunity in an Urban School District Located in a Resource-Rich City. Urban Review: Issues And Ideas In Public Education, 49(5), 777-804. Retrieved from https://doi.org/10.1007/s11256-017-0421-1

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Article link: Green, T. L., Sánchez, J., & Germain, E. (2017). Communities and School Ratings: Examining Geography of Opportunity in an Urban School District Located in a Resource-Rich City. Urban Review: Issues And Ideas In Public Education, 49(5), 777-804. Retrieved from https://doi.org/10.1007/s11256-017-0421-1

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Terrance L. Green

Joanna Sánchez

Emily Germain

Abstract

Research on geography of opportunity documents how residential patterns influence students' access to equitable educational opportunities and resources. This scholarship often highlights how geography reinforces educational inequity in urban school districts located in resource-constrained cities. Yet, less research has explored how the geography of educational opportunity and resources plays out in school districts located in fast-growing and opportunity-rich cities. As such, this descriptive analysis uses Geographic Information Systems (GIS) to map the spatial distribution of high schools considered high-quality according to their state accountability rating by race and socioeconomic status in an urban school district located in an opportunity-rich city in the Northeastern U.S. We also examine how district transfer and selective enrollment policies as well as distances to other public and charter high schools rated high-quality influence the geography of educational opportunity. Our findings suggest that spatial arrangements and district policies impact patterns of unequal educational opportunity and resources across the district for children of color who live in low-income communities, despite being located in an opportunity-rich city. This study concludes with implications for policy and future research.

Keywords

Geography of opportunity Educational equity Neighborhood effects Student assignment policy Racial diversity

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References

1. Chetty, R., Hendren, N., & Katz, L. F. (2015). The effects of exposure to better neighborhoods on children: New evidence from the moving to opportunity experiment (No. w21156). Cambridge: National Bureau of Economic Research.

2. Fischel, W. A. (2009). Making the grade: The economics evolution of American school districts. Chicago, IL: University of Chicago Press.

3. Green, T. L., & Gooden, M. A. (2016). A wrong without a remedy: 41 years after Milliken v. Bradley I (1974) and its progeny in the fight for educational equity. Teachers College Record, 118(3), 1-30.

4. Holme, J., Finnigan, K., & Diem, S. (2016). Challenging boundaries, changing fates? Metropolitan inequality and the legacy of Milliken. Teachers College Record, 118(3), 1-40.

5. Kotkin, J., & Schill, M. (2013). A map of America's future: Where growth will be over the next decade. Retrieved from: http://www.forbes.com/sites/joelkotkin/2013/09/04/a-map-of-americas-future-where-growth-will-be-over-the-next-decade/ .

6. Siegel-Hawley, G. (2014b). Mitigating Milliken? School district boundary lines and desegregation policy in four southern metropolitan areas, 1990-2010. American Journal of Education, 120(3), 391-433.

7. Walters, P. (2007). Explaining the durable racial divide in American education: Policy development and opportunity hoarding from Brown to vouchers. In Paper Presented at Conference on the Social Dimensions of Inequality sponsored by the Russell Sage Foundation and Carnegie Corporation, UCLA.

© Springer Science+Business Media, LLC 2017

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Communities and School Ratings: Examining Geography of Opportunity in an Urban School District Located in a Resource-Rich City

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Terrance L. Green Joanna Sánchez Emily Germain Research on geography of opportunity documents how residential patterns influence students' access to equitable educational opportunities and resources. This scholarship often highlights how geography reinforces educational inequity in urban school districts located in resource-constrained cities.

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Research Question: How does the socioeconomic status of the neighborhood effect the secondary education the child receives and the schools they attend?

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Research Question: How does the socioeconomic status of the neighborhood effect the secondary education the child receives and the schools they attend?