“Students in racially and socioeconomically integrated schools experience academic, cognitive, and social benefits that are not available to students in racially isolated, high-poverty environments. A large body of research going back five decades underscores the improved experiences that integrated schools provide. And yet, more than sixty years after Brown v. Board of Education,American public schools are still highly segregated by both race and class. In fact, by most measures of integration, our public schools are worse off, since they are now even more racially segregated than they were in the 1970s, and economic segregation in schools has risen dramatically over the past two decades.
In this report, we highlight the work that school districts and charter schools across the country are doing to promote socioeconomic and racial integration by considering socioeconomic factors in student assignment policies.”
This article highlights the findings and also how these decisions can impact student learning and their educational experience. They found that 91 districts/charters use socioeconomic status as a factor in student assignment. This covers over 4 million students today and spans over 32 states. These are some of the highlights of their findings so please click to continue reading!
Image is borrowed from The Century Foundation.