Data and Code for: The Segregative Effects of Charter Schools

I study the effects of charters on student racial segregation, identifying a novel mechanism: the assignment of white and nonwhite students to regular classrooms within their school-grade. Exploiting almost 100 entries of elementary charters in North Carolina from 1997 to 2015, I show that the announcement of an opening significantly increases classroom segregation within public schools nearby, relative to schools farther away, especially within non-majority-white schools and for charter openings that enroll a relatively large share of white students. Accounting for classrooms is unlikely to reverse the literature's conclusion that the charter effects on student segregation are modest in magnitude.