Public school choice and integration evidence from Durham, North Carolina

Robert Bifulco, Helen F. Ladd, Stephen L. Ross

Research output: Contribution to journalArticlepeer-review

99 Scopus citations


Using evidence from Durham, North Carolina, we examine the impact of school choice programs on racial and class-based segregation across schools. Reasonable assumptions about the distribution of preferences over race, class, and school characteristics suggest that the segregating choices of students from advantaged backgrounds are likely to outweigh any integrating choices by disadvantaged students. The results of our empirical analysis are consistent with these theoretical considerations. Using information on the actual schools students attend and on the schools in their assigned attendance zones, we find that schools in Durham are more segregated by race and class as a result of school choice programs than they would be if all students attended their geographically assigned schools. In addition, we find that the effects of choice on segregation by class are larger than the effects on segregation by race.

Original languageEnglish (US)
Pages (from-to)71-85
Number of pages15
JournalSocial Science Research
Issue number1
StatePublished - Mar 2009


  • Class segregation
  • Education systems
  • Racial segregation
  • School choice

ASJC Scopus subject areas

  • Education
  • Sociology and Political Science


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