The Century Foundation. In recent decades, as the nature of the American economy changed to require greater knowledge and skills from workers, and as democratic capitalism spread after the collapse of the Soviet Union, educators shifted their emphasis strongly toward the role of schools in promoting private skills rather than civic education. 5 (2006): 751–83; Kristie J. R. Phillips, Robert J. Rodosky, Marco A. Muñoz, and Elisabeth S. Larsen, “Integrated Schools, Integrated Futures? Three Research Studies on Diversity in College Classrooms, ed. When the underlying federal law—the Elementary and Secondary Education Act (ESEA)—is next reauthorized, Congress could elevate the importance of civics education. These efforts have sometimes been aided by well-meaning philanthropists, who put faith in technocratic solutions and see community input as a hindrance to getting things done. It is unclear whether a Department of Education under Trump will urge reforms in civic education. According to the Pew Research Center, consistently liberal voters are most likely to block, un-follow, or defriend someone on social media because they disagreed with that person’s political stance. The list presented in this report represents districts and charters that maintain policies that have the potential to maximize academic achievement and social competency among their students. How do we educate citizens? Considering diversity a goal when designing a controlled choice program is important, since research shows that choice alone is usually not enough to produce integration, and in fact can actually increase school segregation.46 Districts with choice programs that effectively promote integration typically have clear diversity goals for student enrollment; devote resources to student recruitment and family engagement, particularly targeting low-income families and others who may have less access to information about schools through their social networks; monitor diversity during the school application phase and adjust recruitment strategies as needed; consider socioeconomic factors in the algorithm for assigning students to schools; and/or invest in new programming to attract students of different backgrounds to apply to schools that are currently less diverse. But that is not enough. Although Newark schools had been under state control since 1995 with little positive effect, Booker told Zuckerberg that he “could flip a whole city.” Zuckerberg and Booker’s stated goal, says Russakoff, “was not simply to repair education in Newark but to develop a model for saving it in all of urban America—and to do it in five years.”22, This transformation would be accomplished not by reducing poverty or school segregation—strong predictors of academic achievement—but by a series of top-down reforms: closing failing schools, expanding charter schools, and weakening teacher tenure. Policies pertaining to integration efforts proved difficult to locate; many policies are not accessible online, and districts modify, augment, or rescind policies with some regularity.33. EDITOR’S NOTE: This report, published on November 10, 2016, was slightly modified on November 30, 2016 with an addition to the Rochester case study reflecting increased proportions of special education students included in regular classes there during the 1998–1999 and 2001–2002 school years. The U.S. Supreme Court’s 2007 decision in Parents Involved in Community Schools vs. Seattle School District No. On the heels of a presidential election in which an authoritarian candidate captured the country’s highest office—with especially strong support from less-educated voters—we are faced with an urgent question: Moving forward, how can public schools do a better job of educating students to be responsible citizens who sustain America’s experiment with constitutional government for future generations? “Our guiding principle is to provide the best and most equitable opportunities for all children.”45. ESSA requires, for the first time, that schools be judged not only by standardized test scores, but also based on “School Quality or Student Success Measures” that might include items such as student engagement, student access to and completion of advanced coursework, school climate and safety, or “other indicators” that might include measures such as physical fitness, access to the arts, climate surveys, and social-emotional skills.125 This development involves a proper recognition that reducing schools to a few test score results fails to capture the rich set of goals which public schools are charged with meeting. Historically, school integration efforts have focused on race, but for more than a decade, TCF has examined the role that socioeconomic considerations can play, not only in advancing integration but also in improving achievement.18 This study of school districts and charter networks that use socioeconomic status as one of the levers for achieving school integration is TCF’s most recent—and most ambitious—catalog of the progress being made in this area. Integrated schools underline the democratic message of equality, while segregated schools can teach the opposite: that some citizens are more deserving than others. In summary, the majority of districts and charters on our list have racially and socioeconomically diverse enrollment (defined here as having less than 70 percent of students from a single racial or ethnic group and less than 70 percent of students who are low-income). Starting in the late 1960s, school districts began creating magnet schools as tools for choice-based desegregation.49 Under this integrated magnet school model, new schools are created—or old schools are converted—to have distinct pedagogical or curricular themes designed to attract families to apply. Trump may be right or wrong on world trade, American involvement in NATO, taxes, gun control, or abortion. The second prong—telling the American story in an honest way—also helps prepare democratic citizens. Paul Jargowsky, Architecture of Segregation: Civil Unrest, the Concentration of Poverty, and Public Policy (New York: The Century Foundation, August 7, 2015), http://www.tcf.org/work//detail/new-data-reveals-huge-increases-in-concentrated-poverty-since-2000. Thirty-three of the 91 districts and charters are majority white, and an additional 24 districts have student populations where whites are a plurality. : Charles Hamilton Houston Institute for Race and Justice, Harvard Law School, November 2009), 1, citing Charles T. Clotfelter, After Brown: The Rise and Retreat of School Desegregation (Princeton, N.J.: Princeton University Press, 2004). The classes should tell America’s stories—warts and all—and include the ways in which groups have used democratic means to improve the country. But that continuing lifelong education through dialogue in a democracy no longer works the way it used to in the United States. The efforts of the districts and charters we identified provide hope in the continuing push for integration, demonstrating a variety of pathways for policymakers, education leaders, and community members to advance equity. As of 2007, nearly every state had passed an open enrollment law allowing students to apply for interdistrict transfer; that is, between school districts. Massachusetts Department of Elementary and Secondary Education, “MCAS Tests of Spring 2014, Percent of Students at Each Achievement Level for Cambridge,” last updated September 18, 2014, http://profiles.doe.mass.edu/mcas/achievement_level.aspx; and Massachusetts Department of Elementary and Secondary Education, “Cohort 2014 Graduation Rates,”http://profiles.doe.mass.edu/grad/grad_report.aspx (accessed November 24, 2015). The policy implication of the intertwined racial and economic segregation of public schools is that school integration strategies moving forward should address both racial and socioeconomic aspects of segregation. For these reasons, charter schools can also promote integration, if designed to do so. See Sean F. Reardon, John T. Yun, and Michal Kurlaender, “Implications of Income-Based School Assignment Policies for Racial School Segregation,” Educational Evaluation and Policy Analysis 28, no. Amy Stuart Wells, Bianca J. Baldridge, Jacquelyn Duran, Courtney Grzesikowski, Richard Lofton, Allison Roda, Miya Warner, and Terrenda White, Boundary Crossing for Diversity, Equity and Achievement: Inter-district School Desegregation and Educational Opportunity (Cambridge, Mass. That's why we want you to know that, when you visit our website, we use technologies like cookies to collect anonymized data so that we can better understand and serve our audience. Furthermore, very few of the districts in our list apply socioeconomic integration methods to every school in the district. 33. Orfield and Frankenberg, Brown at 60. This decline is closely associated with the hollowing out of the American middle class, which thriving democracies need to survive. 05-915 (2006); Patricia Marin, “The Educational Possibility of Multi-Racial/Multi-Ethnic College Classrooms,” in Does Diversity Make a Difference? The language of education leaders became infused with the dialect of the marketplace, and the need to garner a “return on investment.” In a telling sign, in 2013, the governing board of the National Assessment for Educational Progress (NAEP) dropped fourth- and twelfth-grade civics and American history as a tested subject when it needed to save money.20.

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