The public education system is a key institution in which trajectories of immigrant incorporation, interethnic relations, and social equality are established. However, countervailing population forces may undermine community-level benefits to diversity and impede schools’ ability to successfully integrate Latino children into the mainstream. Hibel’s work use three decades of demographic and administrative data from U.S. school districts to assess the association between growth in the Latino school-age population and the residential and school mobility behaviors of non-Latino white residents. He finds that growing Latino child populations are associated with decreasing net migration among whites, particularly in districts in which Latino children’s presence is historically recent, school districts that are spatially proximate to those with smaller Latino populations, and districts that have low levels of internal residential segregation. Further, increases in local Latino child populations are associated with growth in the availability of private and charter schools, and white students.

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