Abstract
This casual-comparative research project focused on analyzing the differences between the percentages of minority students in charter and traditional public schools. The findings in the research will assist policymakers in determining whether the rapidly growing number of charter schools are agents of segregation as alluded to by a number of other research projects or agents of student integration as implied by other reports. Quantitative methods were applied to find out whether the differences in percentages of minority student populations in the charter and traditional public schools were statistically significant. In order to carry out this research, four questions were formulated. The questions focused on identifying differences in minority student population in charter and traditional public schools according to different categories (elementary, middle, and high), geographical locations and grade levels. It was found out that although there are differences in the percentages of minority student population of students in charter and traditional public schools, the differences are not statistically significant. The findings also showed that the difference of the minority student population in charter schools and that of the entire student population in the various zones is statistically significant. It has also been observed that the population of the charter schools is more diverse than that of the local student population. It is therefore concluded that charter schools in the study area are not agents of student segregation.