Steven Unowsky
Published: 2018
Total Pages: 183
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The following causal-comparative study examined whether there was a statistically significant relationship between the degree to which open enrollment occurred in Minnesota public schools in 2018 and the racial composition of those schools, and, if so, what was the nature and strength of that relationship. Open enrollment law in the state of Minnesota allows students to enroll in the public-school district of their choice. This study began with an examination of pertinent research studies related to school integration and segregation along with reasons for parental school choice. Using data from the Minnesota Department of Education, a complete descriptive and statistical analysis was undertaken, comparing the demographics of public-school districts and the changes in school district demographics related to the open enrollment of students. The first data set reviewed current district enrollment and racial demographics of all public-school districts within the state of Minnesota. A second data set removed all open enrolled public-school student data and returned the data to the data set of students' districts of residence, creating a new data set. This served to remove the effect of open enrolled students using paired t-tests. Disaggregated demographic data were used to determine if there were different patterns of segregation and/or integration which could be found through looking for race-specific open enrollment patterns. Results suggested that school districts having a greater than state average of students in poverty experienced significant reductions in students, along with a significant reduction in White student enrollment. School districts with greater than state average diversity or Black student enrollment experienced a significant reduction in White student enrollment.
