School Segregation, School Poverty and Incarceration in Minnesota

Causes of Segregation

• Racial steering • Mortgage lending discrimination• Discrimination in housing sales and rentals• Placement of government subsidized housing• Exclusionary zoning• Drawing of school boundaries• Individual racial preferences

Profile of Analyzed Inmate Population*

White 23%African-American 66%Hispanic 2%Native American 7%Asian 2%

Average Age 26

Gender 94% male6% female

*970 total inmates for school analysis

Racial/Ethnic Categorization of High Schools

• Predominantly White: schools that are generally above 80% White and low poverty

• Multi-Ethnic: schools that are generally between 30 and 60% Non-White and moderate poverty

• Non-White Segregated: schools that are above 60% (and, in many cases, above 80%) Non-White and high poverty

Inmates’ School Characteristics vs. Average School Characteristics in Inmates’ Counties

Characteristics of High Schools Attended by Inmates

Characteristics of Average High School in Inmates’ Home Counties

Non-White Share 52% 33%

Poverty Rate34% 23%

The typical school attended by an inmate had non-white and poverty shares roughly 1.5 times greater than the average school in the inmate’s home

county (in the same year).

White Inmates vs. Typical White Student(Hennepin County)

White Inmates who attended Hennepin Cty Schools

Typical White Student who attended Hennepin Cty Schools (circa 1997)

Predominantly White High School

37%(5% pov)

73%(7% pov)

Multi-EthnicHigh School

Non-White SegregatedHigh School

25%(27% pov)

47%(37% pov)

16% (46% pov)

2%(75% pov)

The typical white inmate who attended a Hennepin County high school was 8 times more likely to have attended non-white segregated high school than a typical white student in Hennepin County in 1997 (the average last year of schooling for inmates).

Non-White Inmates vs. Typical Non-White Student(Hennepin County)

Non-White Inmates who attended Hennepin Cty Schools

Typical Non-White Student who attended Hennepin Cty Schools (circa 1997)

Predominantly White High School

5%(7% pov)

23%(7% pov)

Multi-EthnicHigh School

Non-White SegregatedHigh School

52%(27% pov)

54%(36% pov)

41% (67% pov)

24%(75% pov)

The typical non-white inmate who attended a Hennepin County high school was 17 percent (or 1.7 times) more likely to have attended non-white segregated high school than a typical non-white student in Hennepin County in 1997 (the average last year

of schooling for inmates).

What conclusions can we draw?

In general, racially segregated, high poverty schools are overrepresented in the population of inmates adjudicated by Hennepin County courts between 2004 and 2008, even when controlling for race. This finding supports the broader proposition that racial segregation and concentrated poverty in secondary education correlate with an increased risk of incarceration.

This is consistent with a wealth of other evidence on the benefits of integration for communities and students of all races.

Research on the benefits of integration shows:

Academic Benefits:• Attending racially integrated schools and classrooms improves the academic

achievement of minority students measured by test scores.• The diverse learning environment provided by integrated school and

classroom settings enhances critical thinking skills among all students. Improved Opportunities for Minority Students:• Minority students who attended integrated schools have higher incomes than

their peers in segregated schools.• Minority students graduating from desegregated schools tend to complete

more years of education, have higher college attendance rates, and tend to choose more lucrative occupations in which minorities are historically underrepresented.

• Integrated schools enable minority students to have access to social networks associated with opportunity.

Research on the benefits of integration shows:

Social Benefits:• Students who experience interracial contact in integrated school settings are

more likely to live, work, and attend college in more integrated settings.• Interracial contact in desegregated settings decreases racial prejudice among

students and facilitates more positive interracial relations.• Students who attend integrated schools report an increased sense of civic

engagement compared to their segregated peers.• Integrated classrooms improve the stability of interracial friendships and

increase the likelihood of interracial friendships as adults. Health Benefits:• Recent ecological studies show associations between segregation and a wide

variety of health outcomes including infant and adult mortality rates, homicide rates, teenage childbearing, tuberculosis, cardiovascular disease, and exposure to air pollutants.

Community Benefits:• When implemented on a metro-wide scale, school integration can promote

residential integration and enhance neighborhood stability.

Policy Implications

Much of the rest of the day will highlight specific recommendations in the criminal justice system.

We should also consider the effects of segregated housing and schools on these disparities.