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The paper asks how race-based segregation can emerge without tracking in a “racial paradise.” Using national, student-level data from 2011–2017, it documents segregation among Brazilian 5th and 9th graders and evaluates literature-based mechanisms. Results align with a segregation-by-chance regime where schools assign students arbitrarily and proceed with racially segregated initial “draws.”",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/classroom-segregation-without-tracking-cepa-working-paper-no-21-04-april-2021/586625/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/classroom-segregation-without-tracking-cepa-working-paper-no-21-04-april-2021/586625.png","ImageObject",300,407,{"name":92,"@type":93},"Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-13","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"How can race-based classroom segregation occur without tracking in Brazil?","Question",{"text":113,"@type":114},"The findings argue segregation arises from a segregation-by-chance regime: schools assign students to classrooms arbitrarily, producing racially segregated initial assignments, and then proceed without race-conscious adjustments.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What data does the paper use to study segregation?",{"text":118,"@type":114},"It uses national, student-level data spanning 2011 to 2017 to examine segregation among Brazilian 5th and 9th graders.",{"name":120,"@type":111,"acceptedAnswer":121},"What does the study conclude about classroom segregation in Brazil versus the United States?",{"text":122,"@type":114},"Classroom segregation in both Brazilian 5th and 9th grades is reported to be greater than in U.S. high schools, despite Brazil not using classroom-level tracking.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},586625,1792062765,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},687207412472,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","CEPA Working Paper No. 21-04  \nClassroom Segregation Without Tracking: Chance, Legitimacy, And Myth In “Racial Paradise”  \nAUTHORS  \nJosh Gagné  \nStanford University  \nABSTRACT  \nThough schools do not track in Brazil, I find that black/white classroom segregation in Brazil is greater than recent estimates from North Carolina high schools (Clotfelter et al. , 2020) . How does race-based classroom segregation occur without tracking, and in a supposed“racial paradise,”no less? Using national, student-level data spanning from 2011 to 2017, I describe racial classroom segregation among Brazilian 5th and 9th graders and assess potential mechanisms identified in the literature. The findings are consistent with a segregation by chance regime in which (1) schools typically assign students to classrooms arbitrarily, producing initial assignments that are sometimes segregated by chance, and (2) schools choose to move forward with the racially segregated“draws” rather than make race-conscious adjustments.  \nVERSION  \nApril 2021  \nSuggested citation: Gagne, J. (2021) . Classroom Segregation Without Tracking: Chance, Legitimacy, And Myth In “Racial Paradise”. (CEPA Working Paper No.21-04) . Retrieved from Stanford Center for Education Policy Analysis: [http://cepa.stanford.edu/wp21-04](http://cepa.stanford.edu/wp21-04)  \nCLASSROOM SEGREGATION WITHOUT TRACKING: CHANCE, LEGITIMACY, AND MYTH IN “RACIAL PARADISE”  \nJosh Gagné Stanford University [jgagne@stanford.edu](jgagne@stanford.edu)  \nWorking Paper  \nLast updated March 18, 2021  \nAcknowledgements  \nI owe a special thanks to Sebastian Muñoz-Najar Galvez. I am also grateful for particularly helpful feedback from the Secretaria de Educação de Minas Gerais and from workshops supported by Stanford’s Lemann Center for Educational Entrepreneurship and Innovation in Brazil, Center on Poverty and Inequality, Sociology and Education Network, and Center for Education Policy Analysis.  \nFunding  \nThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305B140009 to the Board of Trustees of the Leland Stanford Junior University. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education or the Board of Trustees of the Leland Stanford Junior University.  \nAbstract  \nThough schools do not track in Brazil, I find that black/white classroom segregation in Brazil is greater than recent estimates from North Carolina high schools (Clotfelter et al., 2020) . How does race-based classroom segregation occur without tracking, and in a supposed “racial paradise,” no less? Using national, student-level data spanning from 2011 to 2017, I describe racial classroom segregation among Brazilian 5th and 9th graders and assess potential mechanisms identified in the literature. The findings are consistent with a segregation by chance regime in which (1) schools typically assign students to classrooms arbitrarily, producing initial assignments that are sometimes segregated by chance, and (2) schools choose to move forward with the racially segregated “draws” rather than make race-conscious adjustments.  \nKeywords: Index bias; Random segregation; Racial democracy; Colorblind racial ideology  \nIntroduction  \nClassroom segregation – how the grouping of students for whole-class instruction maps onto student characteristics – has long concerned education and inequality scholars who argue that it enables differential treatment within schools, particularly along racial and economic lines (Bowles & Gintis, 1976; Mickelson, 2001). To date, researchers have focused primarily on classroom segregation that occurs as a direct or downstream consequence of tracking, a practice in which students are segregated by perceived ability for differentiated instruction, typically involving explicit status markers denoting “high ability” versus “low ability” classrooms. This may entail assigning students to a suite","cbCaiaKdXGwogfoX","https://ap.wps.com/l/cbCaiaKdXGwogfoX","pdf",1776547,66,"English","# Abstract\n# Introduction\n## Tracking and classroom segregation\n## Evidence from the United States\n## Evidence from Brazil\n# Likely Mechanisms and Chance Regime","[{\"question\":\"How can race-based classroom segregation occur without tracking in Brazil?\",\"answer\":\"The findings argue segregation arises from a segregation-by-chance regime: schools assign students to classrooms arbitrarily, producing racially segregated initial assignments, and then proceed without race-conscious adjustments.\"},{\"question\":\"What data does the paper use to study segregation?\",\"answer\":\"It uses national, student-level data spanning 2011 to 2017 to examine segregation among Brazilian 5th and 9th graders.\"},{\"question\":\"What does the study conclude about classroom segregation in Brazil versus the United States?\",\"answer\":\"Classroom segregation in both Brazilian 5th and 9th grades is reported to be greater than in U.S. high schools, despite Brazil not using classroom-level tracking.\"}]","Classroom Segregation Without Tracking - CEPA Working Paper No. 21-04 - April 2021 | PDF",1792058631,166]