The Role of Suburbanization in Metropolitan Segregation After 1940.

The three decades from 1940 through 1970 mark a turning point in the spatial scale of Black-White residential segregation in the United States compared with earlier years. We decompose metropolitan segregation into three components: segregation within the city, within the suburbs, and between the city and its suburbs. We then show that extreme levels of segregation were well established in most cities by 1940, and they changed only modestly by 1970. In this period, changes in segregation were greater at the metropolitan scale, driven by racially selective population growth in the suburbs. We also examine major sources of rising segregation, including region, metropolitan total, and Black population sizes, and indicators of redlining in the central cities based on risk maps prepared by the Home Owners Loan Corporation (HOLC) in the late 1930s. In addition to overall regional differences, segregation between the city and suburbs and within suburbia increased more in metropolitan areas with larger Black populations, but this relationship was found only in the North. In contrast to some recent theorizing, there is no association between preparation of an HOLC risk map or the share of city neighborhoods that were redlined and subsequent change in any component of segregation.

The Geography of Inequality: Why Separate Means Unequal in American Public Schools.

Persistent school segregation does not only mean that children of different racial and ethnic backgrounds attend different schools, but their schools are also unequal in their performance. This study documents nationally the extent of disparities in school performance between schools attended by whites and Asians compared to blacks, Hispanics, and Native Americans. It further examines the geography of school inequality in two ways. First it analyzes the segregation of students between different types of school profiles based on racial composition, poverty and metropolitan location. Second it estimates the independent effects of these and other school and school district characteristics on school performance, identifying which aspects of school segregation are the most important sources of disadvantage. A focus on schools at the bottom of the distribution as in No Schools Left Behind would not ameliorate wide disparities between groups that are found run across the whole spectrum of school performance.