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The Future of School Integration: Socioeconomic Integration as an Education Reform Strategy

The Future of School Integration: Socioeconomic Integration as an Education Reform Strategy. Richard D. Kahlenberg, Senior Fellow, The Century Foundation March 7, 2012 Century Foundation/Fordham Institute/Howard University National Press Club, Washington, D.C.

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The Future of School Integration: Socioeconomic Integration as an Education Reform Strategy

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  1. The Future of School Integration:Socioeconomic Integration as an Education Reform Strategy Richard D. Kahlenberg, Senior Fellow, The Century Foundation March 7, 2012 Century Foundation/Fordham Institute/Howard University National Press Club, Washington, D.C.

  2. Districts Pursuing Socioeconomic Integration Today • 80 U.S. Districts, educating 4 million students, using socioeconomic status as a factor in student assignment. Examples: • Cambridge, MA. All schools should fall within + or – 10 percentage points of district average for free and reduced price lunch (40%). • Chicago, IL. 85% low-income so begin by integrating a subset of magnet and selective schools, with the goal of integrating more as middle-class return.

  3. Two Reasons for Growth in Socioeconomic Integration • Socioeconomic integration produces significant racial diversity in a manner that’s perfectly legal • Among 4th graders nationally, 24% whites eligible free and reduced lunch; 70% African Americans; 73% Latinos • Graduated income tax legally fine by income, not by race. • Enormous benefits to preserving racial integration. • Not just a clumsy proxy. Research: Academic benefits of integration not from proximity to whiteness but middle-class environment • Racial Desegregation in Charlotte vs. Boston (1970s) • Roosevelt Perry Elementary in Louisville.

  4. Three Sections in the Book(8 chapters) Benefits and Costs of Socioeconomic Integration Logistical and Political Challenges to Socioeconomic Integration Federal Policy Implications of Socioeconomic Integration

  5. Ch 2: Heather Schwartz Montgomery County, MD Study • RAND researcher Heather Schwartz tests the effectiveness to two strategies: extra resources (class size reduction, professional development, extended learning time) in high poverty “red zone” schools ($2,000 more/pupil) vs. “inclusionary housing” policy that allows low-income students to attend low poverty “green zone” schools with fewer resources. • Examined 858 children randomly assigned to public housing units scattered throughout Montgomery County and enrolled in Montgomery County public elementary schools 2001-2007.

  6. Public Housing Students in Green Zone Schools Outperformed Those in Red Zone Schools Source: Heather Schwartz, “Housing Policy Is School Policy.” in The Future of School Integration (New York: The Century Foundation, 2012), p. 45, Figure 2.6.

  7. Montgomery County Study • Low-income public housing students in low poverty schools performed at .4 of a standard deviation better in math than low-income public housing students in higher poverty schools with more resources • Low-income students in green zone schools cut their large initial math gap with middle-class students in half. The reading gap was cut by one-third • Most of the effect (2/3) was due to attending low-poverty schools, and some (1/3) due to living in low-poverty neighborhoods

  8. Ch 3: Jeanne L. Reid, “Socioeconomic Diversity in Early Learning” Examines 2,966 four-year-olds in 704 Pre-K classrooms in 11 states. Being in a classroom with above average socioeconomic status for the sample has a positive effect on language and math outcomes. Effect size comparable to two important aspects of learning: a child’s own SES and instructional quality.

  9. Ch 4: Marco Basile, “The Cost-Effectiveness of Socioeconomic School Integration” Nation’s first cost-benefit analysis of socioeconomic integration.

  10. Logistics and Politics of Socioeconomic School Integration Ch 5: Ann Mantil, Anne G. Perkins, and Stephanie Aberger, “How Feasible is Socioeconomic School Integration.”

  11. Ch 6: Meredith P. Richards, Kori J. Stroub, and Jennifer Jellison Holme, “Interdistrict Choice” • NCLB Choice across district lines “would meaningfully expand access to higher-performing schools for students in over 80 percent of eligible sending schools”her-Performing Schools” • Space constraints and driving distances would not prevent inter-district choice programs from greatly enhancing the quality and quantity of choices available to students.

  12. Ch 7: Sheneka Willams “The Politics of Maintaining Balanced Schools” Differing Experiences in 3 districts Lessons Learned

  13. Chapter 8: Federal Policy Implications • Charter schools vs. Magnet Schools • Different underlying theories: unions the problem vs. segregation the problem. • How to Turn Around Failing Schools • Fire teachers and bring in nonunion charters. Secretary Duncan said in Chicago, “We moved the adults out of the building, kept the children there, and brought in new adults.” • Research suggests segregation a core issue – Magnet schools can be turnarounds. • Examples of Magnet Schools as Turnarounds – an idea Senator Harkin has embraced.

  14. Contact Information • Richard D. Kahlenberg • Senior Fellow • The Century Foundation • 1333 H Street, N.W. 10th Floor • Washington, D.C. 20005 • kahlenberg@tcf.org • www.tcf.org

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