Examining Class-Based vs. Race-Based School Assignment Plans

What is it about?

This research study investigates whether evidence suggests that race-based and class-based school assignment plans affect student achievement and racial segregation in Wake County, North Carolina. The study analyzes 1.6 million student-years of data from state standardized reading and math test scores to understand how school-assignment plans impact educational outcomes for Black, Latino, and White students in North Carolina’s five largest school districts. The findings reveal that, although both types of plans were associated with racial integration, the Wake County class-based plan was associated with less integration than the Wake County race-based plan, but with more integration than the non-race-based plans of the four other large districts examined. Furthermore, test scores increased during the administering of the Wake County income-based plan, particularly for Black and Latino students. The evidence tentatively suggests that Wake County Public School students’ improvement in mathematics scores during the class-based assignment era relative to other large districts’ “non-race-based” eras might be due, in part, to differences in school composition. These findings suggest that socioeconomic factors can play a significant role in student achievement.

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Photo by Sam Balye on Unsplash

Photo by Sam Balye on Unsplash

Why is it important?

Understanding the impact school assignment plans can have on students is crucial for both policymakers and educators. As American public schools are becoming increasingly diverse, it is critical to consider how educational policies affect racial and ethnic groups. Although the U.S. has dismantled race-based assignment plans, this study suggests that class-based assignment policies are more effective than other non-race-based assignment plans at improving racial diversity and achievement. By examining the impact of these plans on student performance, this research provides valuable insights into how to create more inclusive and effective educational environments, which are particularly relevant in discussions about educational reform and efforts to increase educational opportunities. Key Takeaways: • Class-based assignment plans are associated with improved student performance on state standardized reading and math test scores. • Black and Latino students performed better under these plans. • Race-based and class-based plans are associated with racial integration. • Wake County's achievement scores surpassed those of other large districts that used non-class-based plans. • The study results suggest the need for school-assignment policies that promote racially diverse schools.