American Economic Journal: Economic Policy · 2026 · [{"name": "Angela Crema", "affiliation": ["University of Rochester"]}]
中文摘要
我研究特许学校对学生种族隔离的影响，并识别出一种新的机制：在同一学校-年级内将白人学生与非白人学生分配到常规教室。利用1997年至2015年北卡罗来纳州近100所小学特许学校的进入，我发现，与距离更远的学校相比，特许学校开办的宣布显著增加了附近公立学校内部的教室隔离，尤其是在非白人占多数的学校中，以及在招收白人学生比例相对较高的特许学校开办情形下。将教室层面纳入考量，不太可能推翻文献中关于特许学校对学生种族隔离影响幅度较小这一结论。（JEL H75, I21, I24, I28, J15）
Abstract
I study the effects of charters on student racial segregation, identifying a novel mechanism: the assignment of White and non-White students to regular classrooms within their school-grade. Exploiting almost 100 entries of elementary charters in North Carolina from 1997 to 2015, I show that the announcement of an opening significantly increases classroom segregation within public schools nearby, relative to schools farther away, especially within non-majority-White schools and for charter openings that enroll a relatively large share of White students. Accounting for classrooms is unlikely to reverse the literature’s conclusion that the charter effects on student segregation are modest in magnitude. (JEL H75, I21, I24, I28, J15)