In this article, we propose a new approach for assessing the extent to which schools are successful in mixing students from different backgrounds. It is based on a comparison of variation in the composition of the student population in small-scale residential neighborhoods with variation in the composition of the student population at local schools. From this we compute a measure that corresponds to the number of small scale neighborhoods that needs to be sampled in order to arrive at the observed mixing of students in schools. Using this measure, we can show that in 2012, in a large majority of Swedish municipalities, schools are successful in mixing students from different types of neighborhoods, but in 25% of the municipalities mixing is not so good. Three fundamental determinants of mixing are large-scale residential segregation, average school size, and number of students in the municipality. These factors are strong determinants of mixing and when they are included, other contextual factors provide very little additional explanation of why mixing varies among municipalities. With the fundamental determinants excluded the contextual factors have an effect. For example, tertiary education, many migrants, and high proportions of independent schools tend to lower the level of mixing.

中文翻译：

---

学校如何将来自不同社区的学生混合在一起？瑞典城市的学校隔离和住宅隔离

在本文中，我们提出了一种新方法来评估学校在融合不同背景的学生方面的成功程度。它基于对小型住宅区学生人口构成变化与当地学校学生人口构成变化的比较。据此，我们计算了一个度量，该度量对应于需要采样的小规模社区的数量，以便观察到学校学生的混合情况。使用这一衡量标准，我们可以表明，在 2012 年，瑞典大部分城市的学校成功地将来自不同类型社区的学生混合在一起，但在 25% 的城市中，混合效果不佳。混合的三个基本决定因素是大规模的住宅隔离，该市的平均学校规模和学生人数。这些因素是混合的重要决定因素，当将它们包括在内时，其他背景因素几乎无法解释为什么城市之间的混合会有所不同。排除基本决定因素后，上下文因素会产生影响。例如，高等教育、大量流动人口和高比例的独立学校往往会降低混合水平。