Abstract
This article offers new directions in measuring racial isolation in schools. The most widely-used measurement approach is to examine the mean on the distribution of school percentage nonwhite across nonwhite students (the isolation rate) or the percentage of nonwhite students in schools with large shares of nonwhites (e.g. 90 percent or more) at a single point in time. Using data on New York City public school students, I discuss the complexity that is revealed when school officials and researchers consider the following three dimensions of racial isolation: that between classrooms, over time, and among nonwhite students.
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