Exploring the Relationship Between Historical Redlining and High School Educational Outcomes

Authors

Presenter(s)

Katie Costello Hindersman

Comments

Presentation: 8:30 a.m.-9:30 a.m., St. Joseph's Hall 025

Files

Description

The aim of this study is to examine the effects historical redlining has had on public high school education outcomes. Schools in areas that were redlined in the 1930s are still experiencing negative effects from it today. Public high schools in Cincinnati, Cleveland, Dayton, and Columbus were all matched up with their HOLC score based on address. Graduation rate, attendance rate, and performance index percent data from the Ohio Department of Education were also analyzed in comparison to the HOLC scores. Using quantitative data, I examined how lower-scoring historical redlining public schools compared to high schools placed in higher scoring areas. Through this data, it is shown how historical redlining can still have an influence on education outcomes today.

Publication Date

4-20-2022

Project Designation

Capstone Project

Primary Advisor

Anya M. Galli Robertson, Leslie H. Picca

Primary Advisor's Department

Sociology, Anthropology, and Social Work

Keywords

Stander Symposium project, College of Arts and Sciences

Recommended Citation

"Exploring the Relationship Between Historical Redlining and High School Educational Outcomes" (2022). Stander Symposium Projects. 2610.
https://ecommons.udayton.edu/stander_posters/2610