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al effect of re-segregating public schools on both community and individual social capital.

The Jones-Sanpei study stated that several factors promote student individual academic outcomes, which are usually measured by standardized exam scores. According to Jones-Sanpei (2009), student individual academic outcomes rely heavily on teacher attributes, pedagogical philosophy (teaching styles), and school structure. The study also takes into consideration school-mixed factors (community measures) such as parental involvement, curriculum funding, equity issues and community involvement, deemphasizing the practice of using solely standardized testing models to quantify student's learning outcomes and student potential future competitiveness. The literature further legitimizes the importance of community measures as important outcomes of public education. Specific forms of social capital that may be fostered by public education “include obligations and expectations among a network of individuals, information channels, and social norms. Social capital enables community members to trust one another, establish business and political organizations, and to be involved in public education. Interactions through the public school medium have the potential to increase the general social capital of a community.” (Jones-Sanpei, 2009).

The Jones-Sanpei study looked at two large southern school districts from 1992/1998 through 2005. The six school districts included in this analysis all had between 50,000 and 125,000 students in the 2005-2006 school-year. Additional community measures included the percent of each racial group in the community; mean community education, mean community income, and population density based on 1990 Census data. Community social capital measures tested by the study were interracial friendships, informal socializing and social trust. To test the hypothesis that communities with segregated public schools have lower community social capital, the study used t-tests, then used logistic regression to examine which social capital measures contributed to the interracial friendship measure.

The findings of the study were that residents of communities with higher levels of school district segregation reported significantly lower levels of general social trust while communities with less segregated school districts reported significantly more social trust. Furthermore, respondents with higher general social trust were twenty-nine percent more likely to report having interracial friendships than respondents who reported lower general social trust. The findings support the hypothesis that segregated schools put children at a disadvantage for competing with their peers who will later have to work in a diverse society. “It may be that community social capital influences local school district policymaking with respect to racial integration or that district segregation influences community social capital. In conclusion, there seems to be a relationship between district segregation and community indicators of social capital.” ( Jones-Sanpei, 2009)

The (Goldsmith, 2009)study of the affect of re-segregation of public schools focused on the long-term effects of this segregated schooling on achievement levels of Black and Latino students. The study used longitudinal data from the National Education Longitudinal Study of 1988 which surveyed a sample of eight graders from across the U.S. in the