Jack Alcineus Bell, D. (2004). Silent covenants: Brown v. Board of Education and the unfulfilled hopes for racial reform. New York, NY: Oxford University Press. This journal describes the author Bell acknowledging the difficulty in accepting the critical view of Brown's pragmatism: "Brown has become a legal landmark, an American icon embraced as a symbol of the nation's ability to condemn racial segregation and put the unhappy past behind us" (p. 130). In Chapter 3, Bell offers a provocative alternative decision to Brown, and argues that by upholding the Plessy v. Ferguson "separate but equal" decision, the Court could have encouraged more realistic and beneficial educational results for black students. Bell claims that in his personal evolution and recognized his responsibility to provide black students with an effective education. He offers two suggestions: reducing the disparities in school funding and the revival of alternative types of inner-city schools, such as independent, private, and charter schools and tuition vouchers. Bell cites several cases that have argued the issues of school financing and makes an integral point: "courts generally do not make the connection between unequal funding and race" (p. 163). Again, as was the case around the Brown decision, black students' needs are being compromised, yet little action has been taken to desegregate the funding (p. 161). Clutterbuck-Cook, A. J. (2017). The Color of Law: A Forgotten History of How Our Government Segregated America. Library Journal, 142(6), 100-101. Clutterbuck, In his journal The Color of Law: A Forgotten History of How Our Government Segregated America, gives an account and history of how the current segregation in schools came to be. He argues that the primary reason for segregation is the government, which has tolerated policies that enhance the same. He goes ahead to give essential data informing us of the rate of prevalence of school segregation in each state. New York makes the list of cities with the highest school segregation practices. The materials also highlight some of the strategies that can be employed to reduce school segregation, which makes it useful for the formation of recommendations. Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equity will determine our future. New York, NY: Teachers College Presshttp://www.uvm.edu/~rgriffin/Darling-Hammond-Anatomy.pdf The author in this article describes dozens of studies how children of color receive less attention in the classroom and have a harder time comprehending the material due to exterior factors. Minority children are usually punished for offenses caused within the classroom or due to behavior. Teachers have been found to hold negative attitudes in regards to their ability, language barrier, potential and personality traits. Most minority children have the least interaction with their teachers opposed to Caucasian children. Small schools and smaller learni ...

1. Jack Alcineus
Bell, D. (2004). Silent covenants: Brown v. Board of Education
and the unfulfilled hopes for racial reform. New York, NY:
Oxford University Press.
This journal describes the author Bell acknowledging the
difficulty in accepting the critical view of Brown's pragmatism:
"Brown has become a legal landmark, an American icon
embraced as a symbol of the nation's ability to condemn racial
segregation and put the unhappy past behind us" (p. 130). In
Chapter 3, Bell offers a provocative alternative decision to
Brown, and argues that by upholding the Plessy v. Ferguson
"separate but equal" decision, the Court could have encouraged
more realistic and beneficial educational results for black
students. Bell claims that in his personal evolution and
recognized his responsibility to provide black students with an
effective education. He offers two suggestions: reducing the
disparities in school funding and the revival of alternative types
of inner-city schools, such as independent, private, and charter
schools and tuition vouchers. Bell cites several cases that have
argued the issues of school financing and makes an integral
point: "courts generally do not make the connection between
unequal funding and race" (p. 163). Again, as was the case
around the Brown decision, black students' needs are being
compromised, yet little action has been taken to desegregate the
funding (p. 161).
Clutterbuck-Cook, A. J. (2017). The Color of Law: A Forgotten
History of How Our Government Segregated America. Library
Journal, 142(6), 100-101.
Clutterbuck,
In his journal The Color of Law: A Forgotten History of How

2. Our Government Segregated America, gives an account and
history of how the current segregation in schools came to be. He
argues that the primary reason for segregation is the
government, which has tolerated policies that enhance the same.
He goes ahead to give essential data informing us of the rate of
prevalence of school segregation in each state. New York makes
the list of cities with the highest school segregation practices.
The materials also highlight some of the strategies that can be
employed to reduce school segregation, which makes it useful
for the formation of recommendations.
Darling-Hammond, L. (2010). The flat world and education:
How America’s commitment to equity will determine our future.
New York, NY: Teachers College
Presshttp://www.uvm.edu/~rgriffin/Darling-Hammond-
Anatomy.pdf
The author in this article describes dozens of studies how
children of color receive less attention in the classroom and
have a harder time comprehending the material due to exterior
factors. Minority children are usually punished for offenses
caused within the classroom or due to behavior. Teachers have
been found to hold negative attitudes in regards to their ability,
language barrier, potential and personality traits. Most minority
children have the least interaction with their teachers opposed
to Caucasian children. Small schools and smaller learning
communities have been installed in larger facilities in urban
communities in order to increase graduation rates and lower
dropout rates.
DeSena, J. N., & Ansalone, G. (2009). Gentrification, schooling
and social inequality. Educational Research Quarterly, 33(1),
60-74. Retrieved from http://0-
search.proquest.com.liucat.lib.liu.edu/docview/216217934?acco
untid=12142

3. This journal describes tracking within the educational system.
Tracking also known as phasing or streaming is a system in
which students are divided into their classes based on their
overall achievement. The spectrum that they are ranked on
consists of: average, normal, or below average. Tracking has the
overall goal to place students in classes to provide the education
catered to their needs and their basic understanding of the
English language. Tracking represents a unique form of
segregated schooling and recent trends in urban areas may be
creating hundreds of segregated and unequal schools and
frustrating the dream of minority families for access to
education that is equal and excellent. Social class segregates the
local schools in that they are reserved for low income children,
many of whom are immigrants and members of minority groups.
Diamond, J. B. (2006). Still Separate and unequal: Examining
race, opportunity, and school achievement in "integrated"
suburbs. The Journal of Negro Education, 75(3), 495-505.
Retrieved from http://0-
search.proquest.com.liucat.lib.liu.edu/docview/222067021?acco
untid=12142
This study discusses some statistics from an educational
standpoint where it shows from the 2000 census data, 72% of
the Black population over 25 years old has graduated from high
school and 14.3% have graduated from college. While it is
apparent that black students living in an established, integrated
suburban area usually outperform other black students residing
in urban schools and less affluent neighborhoods. This ranges
from grades, test scores and course taking practices. African
Americans are disadvantaged in these three ways: (a)
structurally by having limited access to valued resources
outside of schools, (b) institutionally by being positioned
systematically in the least advantaged locations for learning
inside schools, and (c) ideologically by having their intellectual
capacity questioned and their cultural styles devalued both

4. within schools and in the broader social discourse. These
disadvantages are key ingredients that contribute to racial
achievement disparities generally, and, particularly, within
suburban contexts.
Farley, R., & Allen, W. R. (1987). The color line and the
quality of life in America. New York, NY:
Oxford University
Press.https://www.russellsage.org/sites/default/files/ColorLine-
download.pdf
In this article the authors discuss the conflicting situations
where black people vs white people. This was a descriptive
study and a comparison of the two groups. Economic status
played a critical role in the lives of black Americans. Within the
United States the quality of a person’s life is often closely
related to available economic resources. The educational profile
for black Americans and Latinos in the 1980s. Hispanics were
more than likely than blacks to have completed fewer than 8
years of formal schooling. Educational attainment I closely
correlated with occupation for both races, even though it's less
likely with black Americans. Whites as a more affluent segment
of the population drain financial support when they move out of
the district in sizable numbers, the few whites and sizable black
and minority populations that remain are generally less able to
fund the public-school system through property taxes and
special tax levies. With the erosion of the school district’s
financial base comes a diminution in ratios may rise and become
more difficult to attract more qualified teachers and the
problems proliferate.
Orfield, G., & Eaton, S. (2005) Dismantling Desegregation.
New York: The New Press. (Original work published
1996)https://civilrightsproject.ucla.edu/research/k-12-
education/integration-and-diversity/a-multiracial-society-with-
segregated-schools-are-we-losing-the-dream/frankenberg-

5. multiracial-society-losing-the-dream.pdf
This article explains desegregation. There is viable data that
proves a substantial amount of American schools that are non-
white educate 1/6 of the nation's black students and 1/4 of the
black students in the Northeast and Midwest. These schools are
often called apartheid schools because they have enormous
poverty, limited resources, and many social and health problems
of many types. Latino children are the most segregated
minorities within the educational system. Latinos have remained
segregated due to demographic changes in the population and
limited legal and policy efforts targeted to increasing
desegregation for Latinos. Latino students still have, until
recently, been consistently isolated from white students then the
average black student. The average Asian student attends the
most integrated schools of the minorities, Native American
students attend school on average in which half the student
body has white and their exposure to black students is lowest
among all racial groups.
Palardy, G. J., Rumberger, R. W., & Butler, T. (2015). The
Effect of High School Socioeconomic, Racial, and Linguistic
Segregation on Academic Performance and School Behaviors.
Teachers College Record, 117(12), n12.
Palardy, Rumberger, and Butler, in their article “The Effect of
High School Socioeconomic, Racial, and Linguistic Segregation
on Academic Performance and School Behaviors," they point
out the effects of school segregation on performance and
formation of behaviors within students. Due to segregation
based on financial aspects, there have occurred schools that are
poorly infrastructure-endowed and hence having low education
quality. Inherently, this causes the production of students with
less knowledge and qualification in the current labor market.
Consequently, due to frustrations, they end up engaging in
crime and develop a negative attitude towards the favored

6. cohorts. The reading is useful because it was written recently
hence more accurate and relevant to the current generation.
Perhaps the journal concludes by suggesting that inclusivity is
the only thing that will cure the consequences of segregation.
Reardon, S. F., & Owens, A. (2014). 60 years after Brown:
Trends and consequences of school segregation. Annual Review
of Sociology, 40, 199-218.
60 years after Brown:
Trends and consequences of school segregation is an article
written by Reardon, and Owens in review of the changes that
happened in American schools since the brown case. He notes
that the most significant decrease in the level of school
segregation based on racial and financial statuses of the
students was witnessed towards the offset of the 1960s. they
note that regardless of the definition used to describe
segregation, changes in the level of school segregation in the
recent past is insignificant. Compared to the 1990s, the two
major causes of segregation today are finance and districts. The
reading is useful because it provides extra information on
factors that are currently influencing segregation trends which
include residential segregation, litigation and demographic
dynamics.
Rosiek, J. (2019). School segregation: A realist’s view. Phi
Delta Kappan, 100(5), 8-13.
Rosiek is a professor at the University of Cambridge, working
under the department of education studies. In his article "School
segregation: A realist's view," Rosiek talks about the existence
of racial segregation among American schools and, in
particular, New York. He argues that racial school segregation
has exhibited a form that is not only hard to identify but also to
eliminate. The segregation is enforced through school choice,

7. housing policies and zoning. This has led to division of schools
into two; schools of the rich consisting of the majority, and
schools of the poor consisting of the poor and minority. It is
noteworthy that the majority are whites and minority blacks.
This is a credible source for research because it provides useful
information on factors that form the basis for segregation in
New York.
Rothstein, R. (2015). The racial achievement gap, segregated
schools, and segregated neighborhoods: A constitutional insult.
Race and Social Problems, 7(1), 21-30. doi:http://0-
dx.doi.org.liucat.lib.liu.edu/10.1007/s12552-014-9134-1
This study speaks about students living in impoverished
neighborhoods for multiple generations and that has affected
education. These students living in these areas are more than
less likely to study due to adequate housing and have a higher
rate of absenteeism. read Children in impoverished
neighborhoods are surrounded by more crime and violence and
suffer from greater stress that interferes with learning and will
start the remediation process where these types of classes will
be the norm. The study included that ‘‘the parent’s environment
during [her own] childhood may be more important than the
child’s own environment.’’ He calculates that ‘‘living in poor
neighborhoods over two consecutive generations reduces
children’s cognitive skills by roughly eight or nine points on the
IQ test which is equivalent to being left back one or two grades
behind. Wealth also influences children’s early expectations
that they will attend and complete college. White middle-class
children are more likely to prepare for, apply to, and graduate
from college than black children with similar family income.
Stiefel, Leanna & Schwartz, Amy & Chellman, Colin. (2007).
So Many Children Left Behind Segregation and the Impact of
Subgroup Reporting in No Child Left Behind on the Racial Test
Score Gap. Educational Policy. 21. 527-550.
10.1177/0895904806289207.

8. This authors in this study discusses the low-achieving students
in the education system and how they are deprived of equal
opportunity at an education that is sufficient. A key requirement
for this act was for administrators to provide annual tests in
math and reading in grades 3 through 8. Data was collected
from the NY Board of Education from 2001-2002. During this
year white and Asian pass rates were above the state average on
both exams and grades whereas Black, Hispanic, and American
Indian were below the average. The district level of the
education system should take accountability. There are 382
schools (35.8%) that are exempt from accountability and
manipulate student enrollment or test taking to avoid the 10-
student minimum.
Tatum, B. D. (1997). Why are all the Black kids sitting together
in the cafeteria: And other conversations about race. New York,
NY: Basic Books.https://www.heri.ucla.edu/PDFs/Why-Are-All-
the-Black-Students-Still-Sitting-Together-in-the-Proverbial-
College-Cafeteria.pdf
This article is describing how Students of color tend to group
together under conditions of racial isolation as a means toward
decreasing racial stigma and vulnerability to stereotypes as the
author describes a same-race grouping of black students in a
predominantly white context enables students to gain validation,
resist stereotypes, and develop culturally affirming identities.
By contrast, white students tend to group together when they are
accustomed to segregated white environments. Factors for
schools and universities should include patterns of admissions
and retention for students of color; and state and institutional
contexts and policies, which are key indicators or signals to
students’ about whether or not they are welcome on a particular
campus. For example, a lack of institutional commitment to
diversity as signaled by banning consideration of race in
admissions has a “discouraging effect” on the application

9. during the enrollment process from minority students.
Thernstrom, A., & Thernstrom, S. (2003). No excuses: Closing
the racial gap in learning. New York, NY: Simon &
Schuster.https://pdfs.semanticscholar.org/e72d/bd1382bb497815
e1978da15134b7dcc982f0.pdf
This article describes how the public education system is failing
its children and promoting racial inequality. The average Black
and Hispanic student at the end of high school has academic
skills around the eighth-grade level. There are several statistics
and facts that prove Asians have the best results academically
opposed to other minorities in regards to their education and
stress of certain grades being acceptable or unacceptable as
education is a top priority in their household. The authors point
out that the Black-White gap emerges before children even enter
school, noting, “This is a gap that appears very early in the life
of Black children; something about the lives of these children is
limiting their intellectual development” whether it be parental
practices, single-parent households, or low-birth weight. The
solution to the gap is changing the family culture.
Walsemann, Katrina M, PhD., M.P.H., & Bell, Bethany A,PhD.,
M.P.H. (2010). Integrated schools, segregated curriculum:
Effects of within-school segregation on adolescent health
behaviors and educational aspirations. American Journal of
Public Health, 100(9), 1687-95. Retrieved from http://0-
search.proquest.com.liucat.lib.liu.edu/docview/747120448?acco
untid=12142
The research conducted by Walsemann examined the extent of
within school segregation, it was measured by unevenness of
black and caucasian adolescents across all English curriculum.
The research was an analytic cross-sectional study with multiple
schools’ Black students that attended schools that were racially
mixed or predominately white schools were more likely than
white children to be assigned to less rigorous academic work
even if they have no learning disabilities and their abilities are

10. in comparison to the other students. This study restricted its
sample size to only non-Hispanic males n=2731) and whites
(n=4158). The total analytic sample consisted of 6889
adolescents dispersed across the 47 schools (density=27-472
students for the entire sample, 10,243 male students, and 14,229
female students). Johnson and Hoffmann found lower rates of
smoking initiation among Black students, but not White
students, attending predominantly minority schools Hoffmann
also found lower odds of drinking in predominantly minority
schools, but only for female students. Schools similar to the
ones described can create stereotypes and be marginalized by
their fellow peers and faculty thus causing same-race
relationships and a safe haven for a sense of belonging. Within
school segregation may affect a student’s aspirations and goals
and their social behaviors partaking in smoking and drinking.
Module 6 Critical Thinking Assignment
The Meaning and Measurement of Risk and Return
Problem 6-1: Portfolio Beta

11. (Chapter 6)
Your investment club has 3 stocks in its portfolio, as follows:
Amount
Invested
Beta
20,000
0.6
40,000
1.6
40,000
1.2
What is the portfolio's beta?

12. Problem 6-2 Rate of return
(Chapter 6)
BB Corporation's stock has a beta of 1.2. The risk-free rate is
5% and the
expected return on the market is 13%. What is the required rate
of return
on BB Corporation's stock?
Problem 6-3 CAPM
(Chapter 6)
Suppose the risk-free rate is 4% and the market risk premium is

13. 8%.
What is the required rate of return on (1) the market, (2) a stock
with a beta
of .8, and (3) a stock with a beta of 1.8?
Problem 6-4 Calculating beta
(Chapter 6)
Given the following:
Rate of return on Company Z
16%
Market rate of return
12%
Risk free rate

14. 4%
1. Calculate Company Z's beta
2. If Company Z's beta is 2.2, what would be the new required
rate of return
Problem 6-5 Portfolio rate of return
(Chapter 6)
Suppose you manage a portfolio that consists of the following
stocks:
Stock

15. Investment
Beta
A
500,000
0.8
B
2,250,000
1.4
C
1,750,000
-0.7
D
1,500,000
1.3
If the market's required rate of return is 12% and the risk-free

16. rate is 3%, what
is the fund's required rate of return?
Problem 6-6 Standard deviation
(Chapter 6)
Given the following information, calculate the expected return
for the portfolio and the standard deviation. SHOW your work.
DATA
Probability
Returns

17. 0.40
5%
0.30
7%
0.20
12%
0.10
20%
Problem 6-7 Holding period gain
(Chapter 6)
Suppose you purchased 40 shares of XYZ stock for SAR 350.00

18. on February 1.
You sell the 40 shares of stock on October 1 of the same year
for 672.40.
No dividends were paid during the year.
1. Calculate the holding period gain
2. Calculate the holding period return
School Segregation is Alive and Well: Race, Income and
Reform
Jack Alcineus, Adiba Chowdhury, Kimberly Jean-Charles &
Leong Pang
MPA 798 and MPA 799
Mentor: Dr. Bakry Elmedni
Instructor: Dr. Helisse Levine
1

19. Table of Contents
Introduction
Unresolved Problem
Research Goal/Purpose
Subproblems
Study Objectives
Research Questions
Hypotheses
Definitions of Key Terms
Nature of the Problem
Delimitations
Importance of the Study
Project Timeline
Conceptual Framework
Research Methodology
References
2
Jack
Introduction
The Brown vs. Board of Education trial in 1954 was a landmark
case that deemed racial segregation of schools in the United
States to be unconstitutional (Brown v. Board of Ed, 1954).
Sixty years later, segregation in NYC public schools has
become a growing trend.
“Out of 895 slots in Stuyvesant High School’s freshman class,

20. only seven slots were offered to Black students” (Shapiro,
2019)
Household income and educational funding appear to have been
the driving forces of this trend.
Source: Brown v. Board of Education of Topeka, 347 U.S. 483
(1954); Shapiro, E. (2019, March 26). Segregation Has Been the
Story of New York City's Schools for 50 Years. Retrieved from
https://www.nytimes.com/2019/03/26/nyregion/school-
segregation-new-york.html?auth=link-dismiss-google1tap
2
3
KIM
Unresolved Problem
Despite the national and local efforts for social and cultural
integration, public schools in NYC, the biggest school district
in the country, are now more segregated today compared to
when segregation was legal.
Within the last decade (2010-2020), segregation driven by
household income and funding formula has become so prevalent
that it has caused a public outcry which has prompted
policymakers to search for a proper solution.
4
Source: Source: Brown v. Board of Education of Topeka, 347
U.S. 483 (1954); Shapiro, E. (2019, March 26). Segregation Has
Been the Story of New York City's Schools for 50 Years.

21. Retrieved from
https://www.nytimes.com/2019/03/26/nyregion/school-
segregation-new-york.html?auth=link-dismiss-google1tap
JACK
Research Goal/Purpose
The purpose of this study is to determine whether the level of
household income and funding formula used to allocate
resources to schools across the city contribute to the
resegregation of public schools in New York City.
5
JACK
Subproblems
Household income affects the type of neighborhood that a
family lives in that determines which public school their
children attend.
The funding formula used by school districts determine the
amount of resources allocated to each New York City public
school.

22. 6
Jack
Research Questions
What effect has household income had on resegregation of
public schools in NYC within the past ten years?
In what ways does the funding formula used by the city
contribute to resegregation of public schools in NYC?
7
LEONG
Hypotheses
H1: Children from low-income households located in minority
concentrated neighborhoods are more likely to attend segregated
public schools in NYC.
H2: Public schools located in minority-concentrated
neighborhoods are likely to receive less funding per student

23. compared to public schools located in majority white
neighborhoods.
H0: There is no relationship between household income and
resegregation in NYC public schools.
H0: There is no relationship between the funding formula and
public school resegregation in NYC public schools.
8
Adiba
Definition of Key Terms
9
Segregation
04
The institutionalized separation of an ethnic, racial,
or other minority group from the dominant majority (Farley,
Frey, 1996).
Funding Formula
03
The way NYC department of education allocates resources to
various schools districts in the city (Mezzacappa, 2014).
Household Income

24. The combined total gross income of every member in a
household who is 15 years and older (Kagan, 2019).
01
02
A demographic change that leads to an increase of minority
schools or schools concentrated with poverty. In turn,
expanding the gap between minority and Caucasian students
within the school population (Burr, 2018).
Resegregation
LEONG
Census Bureau for household income definition
Levine Feedback: add citations
Source: Kagan, J. (2020, January 29). Household Income
Definition. Retrieved from
https://www.investopedia.com/terms/h/household_income.asp;
Mezzacappa, D., Mezzacappa, D., Dale, & Dale. (2018, March
29). What is a state education funding formula? Retrieved from
https://thenotebook.org/articles/2014/10/02/what-is-a-state-
education-funding-formula/
https://www.theatlantic.com/education/archive/2018/03/school-
segregation-is-not-a-myth/555614/
Affirmative Action?
Nature of the Problem
Magnitude
School resegregation is a socioeconomic issue that not only
affects the quality of education children receive based on where

25. they attend school, but has also had far reaching implications in
areas pertaining to social equity and social harmony.
Timeliness
Lack of meaningful integration has always been a concern for
policymakers, but the level of school resegregation seen in the
past decade has caused loud public outcry.
10
Source: The Fight to Desegregate New York Schools. (2019,
October 18). Retrieved from
https://www.nytimes.com/2019/10/18/the-weekly/nyc-schools-
segregation.html
ADIBA
Levine Feedback: add citations
Delimitations
Scope, this study is limited to:
New York City public school districts, excluding charter
schools.
The time frame 2010 - 2020.
Role of household income and funding formula.
The study will not cover segregation in other cities or states.
The study will not explore other factors that might be driving
segregation.

26. 11
LEONG
Importance of the Study
As public administrators, it is important to examine the causes
driving resegregation of public schools in NYC so as to
understand their immediate and long-term implications such as:
Low graduation rates of minority students
Large academic achievement gaps
Limited educational and career opportunities for minority
students
12
Source: Dalton, J. C., & Crosby, P. C. (2015). Widening income
inequalities: Higher education's role in serving low income
students. Journal of College and Character, 16(1), 1-8.
doi:http://0-
dx.doi.org.liucat.lib.liu.edu/10.1080/2194587X.2014.992914
ADIBA

27. Levine Feedback: add a source
Study Objectives
To explore the role that household income has played in school
resegregation within NYC in the past ten years.
To determine if the funding formula the city uses to allocate
resources contributes to school resegregation across NYC.
13
KIM
Conceptual Framework
14
LEONG
Research Methodology
Design: Mixed Methods - Quantitative & Meta-Analysis
Exploratory study using mixed methods.
Quantitative: Data Processing
To examine the relationship between household income and

28. resegregation in NYC public schools.
To examine the relationship between the the amount of
resources allocated by the state to each district and
resegregation in NYC public schools.
Qualitative: Meta-Analysis
Using 25 peer reviewed articles, conduct systematic review and
quantify how many support the independent and dependent
variable.
15
Kim
Research Methodology cont.
Data Analysis:
Correlation Design
Unit of Analysis:
Average household income in each district
Amount of funding per student in each district
Racial disparities within each district
16
Data Sources:
NYC Department of Education
U.S. Government Accountability Office
Time Dimension of Study Design:

29. Longitudinal Study
Kim
Sources: Calgary, O. (n.d.). School Districts. Retrieved from
https://data.cityofnewyork.us/Education/School-Districts/r8nu-
ymqj; Keeping Track Online. (n.d.). Retrieved from
https://data.cccnewyork.org/data/map/66/median-
incomes#66/49/3/107/40/102; NEW YORK COUNTY: NYSED
Data Site. (n.d.). Retrieved from
https://data.nysed.gov/profile.php?county=31; School Based
Expenditure Reports. (n.d.). Retrieved from
https://infohub.nyced.org/reports/financial/financial-data-and-
reports/school-based-expenditure-reports;
Manhattan Public School Districts
17
Quantitative: Data Processing
Qualitative: Meta-Analysis

30. ADIBA
District Makeup
Sources: Calgary, O. (n.d.). School Districts. Retrieved from
https://data.cityofnewyork.us/Education/School-Districts/r8nu-
ymqj;
18
Adiba
Project Timeline
19
TASKSDUE DATEMEMBER IN CHARGETeam PowerPoint
#12/3/30TeamTeam PowerPoint #22/18/20TeamConceptual

31. Framework2/24/20LeongWritten
Explanation2/24/20TeamProposed
Methodology2/24/20TeamProject
Timeline2/24/20AdibaResearch Grid2/24/20KimTeam
PowerPoint #32/24/20TeamProposal Narrative3/1/20 at
midnightTeamProposal Presentation3/2/20TeamEnd of Text
References in APA Style3/16/20TeamTeam PowerPoint #4:
Background/Literature Review3/23/20TeamTeam PowerPoint
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Jack
References
Anderson, M.W. (2004). Colorblind Segregation: Equal
Protection as bar to Neighborhood Integration. California Law
review, 92 (841), 843-890
Bischoff, K., & Reardon, S.F. (2013) Residential Segregation by
Income, 1970-2009. US 2010 Project. Retrieved from:
http://www.s4.brown.edu/us2010/Projects/Reports.htm
Brown v. Board of Education of Topeka, 347 U.S. 483 (1954);
Shapiro, E. (2019, March 26). Segregation Has Been the Story
of New York City's Schools for 50 Years.
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32. Burr, K. H. (2018). Separate but (un)equal: A review of
resegregation as curriculum: The meaning of the new racial
segregation in U.S. public schools. The Qualitative
Report, 23(7), 1773-1776. Retrieved from http://0-
search.proquest.com.liucat.lib.liu.edu/docview/2256508400?acc
ountid=12142
Conger, D. (2004). Understanding Within-School Segregation in
New York City Elementary Schools. Educational Evaluation and
Policy Analysis, 27 (3) 225-244
Demonte, J., & Hanna, R. (2014) Looking at the Best Teachers
and Who They Teach Poor Students and Students of Color are
Less Likely to Get Highly Effective Teaching, Center for
American Process. Retrieved from:
https://www.americanprogress.org/wp-
content/uploads/2014/04/TeacherDistributionBrief1.pdf
Frey, W. H., & Farley, R. (1996). Latino, Asian, and Black
Segregation in U.S. Metropolitan Areas: Are Multiethnic Metros
Different? Demography, 33(1), 35-50.
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Kagan, J. (2020, January 29). Household Income Definition.
Retrieved from
https://www.investopedia.com/terms/h/household_income.asp;
Mezzacappa, D., Mezzacappa, D., Dale, & Dale. (2014, October
2). What is a state education funding formula? Retrieved from
https://thenotebook.org/articles/2014/10/02/what-is-a-state-
education-funding-formula/

33. Owens, A., Reardon, S., & Jencks, C. (2016). Income
Segregation Between Schools and School Districts. American
Educational Research Journal, 53(4), 1159-1197.
Retrieved from www.jstor.org/stable/24751626
Shapiro, E. (2019, March 26). Segregation Has Been the Story
of New York City's Schools for 50 Years. Retrieved from
https://www.nytimes.com/2019/03/26/nyregion/school-
segregation-new-york.html?auth=link-dismiss-google1tap
The Fight to Desegregate New York Schools. (2019, October
18). Retrieved from https://www.nytimes.com/2019/10/18/the-
weekly/nyc-schools-segregation.html
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Thank You !
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