Similar problems of segregation have persisted in both New York City and Paris. In general, there is significant segregation based on socioeconomic status, race, and ethnicity. School enrollment has historically been dependent on the neighborhoods children come from, which has perpetuated the gap in learning outcomes for youth. To combat this affect, New York City has pursued a neoliberal education reform based on school choice, hoping to lead to diversification and desegregation. France opted to invest in ZEP (Educational Priority Zones) meant to target schools where kids were most disadvantaged. This did not hope to necessarily desegregate schools more than reallocate resources to students that are the most in need. While, New York Cities method did appear to better outcomes for Black and Hispanic children, it further segregated schools. Meanwhile, France’s model did not seem to change segregation rates nor educational outcomes.
Education segregation first starts with neighborhood segregation. In New York …show more content…
Choice intends to reduce segregation through eliminating the direct neighborhood-school link. Furthermore, it hopes to make all schools better as schools compete for students. This neo-liberalist reform can be seen in the increased standardized testing throughout the nineties and through No Child Left Behind (NCLB) which increased testing again and accountability for the test scores received. Even more in 2005, when New York City incorporated choice into their program by having eighth graders pick their top schools and then putting the kids through an algorithm. Around 50% of kids got their top choice, and 75% got one of their top three choices. Also, in an effort to increase choice and competition within four years, 20 large, failing high schools were closed and 200 smaller, specialized high schools were
Education segregation first starts with neighborhood segregation. In New York …show more content…
Choice intends to reduce segregation through eliminating the direct neighborhood-school link. Furthermore, it hopes to make all schools better as schools compete for students. This neo-liberalist reform can be seen in the increased standardized testing throughout the nineties and through No Child Left Behind (NCLB) which increased testing again and accountability for the test scores received. Even more in 2005, when New York City incorporated choice into their program by having eighth graders pick their top schools and then putting the kids through an algorithm. Around 50% of kids got their top choice, and 75% got one of their top three choices. Also, in an effort to increase choice and competition within four years, 20 large, failing high schools were closed and 200 smaller, specialized high schools were