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When socioeconomic diversity policies are well implemented, they appear to produce strong academic outcomes for students and better prepare them for living in a diverse society. Almost all of the districts studied that have had socioeconomic integration plans in place long enough to have an effect are seeing positive student outcomes.
For example, in Cambridgewhich has had a socioeconomic integration plan in place sincestudents outperform those in demographically similar districts in Massachusetts on state English, math, and science exams. That compares to a 73 percent black student graduation rate and 82 percent overall graduation rate nationally in the —14 school year, the most recent year for which data are available.
The achievement differences are smaller not because white students do worse, but because all subgroups of students perform better. Of course, high performance might be explained by the fact that only the most motivated students apply to magnets, but careful research comparing magnet school lottery winners and losers has found positive results for student achievement.
In Stamfordtoo, low-income students perform above the state average and gaps in graduation rates between disadvantaged and advantaged students have fallen substantially.
In Jefferson Countythe proportion of students deemed College and Career Ready nearly doubled between and While school integration is often politically challenging, key steps—such as the use of choice and incentives—can smooth the path to community support.
Most of the districts profiled use public school choice and incentives such as magnet schoolsrather than compulsory busing, to achieve integration. Many districts are able to marry choice and integration quite successfully. In Champaignclose to 90 percent of kindergartners receive their first choice school.
In Jefferson County Louisvillethe first choice placement rate is also 90 percent. The reliance on choice rather than compulsory busing in Louisville may be one explanation for the dramatic uptick in community support over the years. For example, Hartford is able to draw suburban students into one of the poorest cities in the country using a system of forty-five magnet schools.
The proportion of Hartford students attending integrated schools has increased from 11 percent a decade ago to a projected 46 percent in In order to ensure that choice plans are equitable, family information centers have been established to ensure that all parents make informed choices.
And successful districts also provide free transportation. This led to a political backlash and the resignation of the superintendent there. But even here, students became used to integrated schools and the newly drawn boundary lines remain in effect.
Several New York City community school districts are working to design controlled choice admissions policies, efforts which might not have continued in the absence of funding.
Setting clear system-wide goals for integration increases the likelihood of achieving success. Not surprisingly, setting clear goals to integrate all schools in a district leads to much broader integration than programs focused on a small subset of schools.
CambridgeChampaignJefferson Countyand Stamford all have system-wide goals that all schools should be within a range of the district-wide average for disadvantaged student populations and all have been quite successful in achieving integration.
In Stamford, for example, eighteen or twenty schools fall within plus or minus 10 percentage points of the district average for socioeconomic diversity. Some higher-poverty districts, such as Dallas and Chicagohave, by contrast, addressed socioeconomic integration within only a small subset of schools, leaving many students in segregated environments.
High-poverty districts might appear to have no choice in the matter, but, as Lesson 4 below suggests, they do have other options. Policies that break down artificial walls between city and suburb can have greater impact than those limited to existing district lines.Research Papers words | ( pages) | Preview Income Inequality and the Effect on Gender Diversity - In the workplace, there are multiple races of people: Asians, Latinos, African-American.
QUIET CHILDREN IN THE CLASSROOM: ON HELPING NOT HURTING. JAMES C. McCROSKEY. Most teachers enter the profession to help students. Yet, with the possible exception of parents, teachers have an unparalleled potential for harming young people.
In this report, we review the research and reasons why, in the field of education in particular, policy makers should listen to the growing demand for more diverse public schools. Differentiating Instruction using Multiple Intelligences in the Elementary School Classroom: A Literature Review by Suzanna Gangi A Research Paper.
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For two decades, The Century Foundation (TCF) has been researching and reporting on socioeconomic school integration programs that promote economic and racial diversity as a way of fostering social mobility and social cohesion.