Accountability Systems & the Persistence of School Segregation

Originally published in the Poverty & Race journal, this post is a summary of a new research brief that I co-wrote with my friend James Noonan. James worked for the Massachusetts Consortium for Innovative Education Assessment (MCIEA), one of the promising alternatives to test-based school quality measurement that we highlight below. When James started in the faculty…

Data Access and the Study of Educational Equity: Implications from a National School Boundary Data Collection Effort

This post is written by Sarah Asson, Annie Maselli, and Ruth Krebs Buck, graduate students at Penn State University and research assistants on the Longitudinal School Attendance Boundary Survey (LSABS). LSABS is led by Dr. Erica Frankenberg, Penn State Professor of Education and Demography at Penn State, and Dr. Christopher Fowler, Associate Professor of Geography…

When White parents believe in diversity and deficit

This guest post is written by Alexandra Freidus, an educational ethnographer, writer, and professor of educational leadership at the University of Connecticut.  Alex uses sociocultural and critical race theory to explore how educators, policymakers, families, and young people sustain and interrupt racialized inequality in public schools. Alex’s writing and teaching are deeply informed by more…

Parents’ Conceptions of School Enrollment as Property

This post was originally published in Poverty & Race a journal from the Poverty & Race Research Action Council. In addition to the article posted below, the most recent edition includes articles about expanding access to affordable housing and an excerpt from this new book on school segregation in NYC. All are highly recommended. The…

How to support race talk in K-12 classrooms

It’s bad out there right now. Even if you’ve been following the anti-”CRT” backlash closely, the sheer volume of activity might still be surprising. As reported recently in Ed Week, PEN America did a national scan of the 2022 legislative session so far, looking for bills that restrict K-12 classroom conversations or staff training about…

New Research: School Rezoning Processes & Outcomes

This post is written by Andrene J. Castro & Genevieve Siegel-Hawley, each professors in the School of Education at Virginia Commonwealth University. Along with Kimberly Bridges, Shenita E. Williams, and Mitchell Perry, they’ve been engaged in a larger project researching school rezoning across Virginia between 2019 and 2021. The summary below offers key findings from…

As new federal funds for school integration efforts become a possibility, we should explore how current integration policies address race and choice in their design

This post is written by Madeline Good, a former teacher and current doctoral student studying educational policy at the University of Missouri. Her primary research focuses on how policies interact with the sociological, political, and technological contexts of education, especially regarding issues of equity and teacher expertise. A new era of school integration efforts may…

With the potential for new federal funding for ECE, we need to critically analyze how current funding policies have built on decades of discrimination

This post is written by Karen Babbs Hollett, a former teacher, instructional leader, and director at a state department of education. She is currently a doctoral candidate at Penn State University where she studies racial equity in early care and education (ECE) policy. The pandemic has made clear how reliant our nation is on early…

#KnowBetterDoBetter, Part III: A conversation among White parents, advocates, & educators about school integration

Penn State’s Center for Education and Civil Rights (home of this blog) recently hosted a conversation between Genevieve Siegel-Hawley & Courtney Martin about their two fantastic books: Genevieve’s “A Single Garment” & Courtney’s “Learning in Public.” It was a great conversation- sort of like friends reconnecting over a meal and some drinks (full video here).…

(In)visibility in a new land

This post is written by Maraki Shimelis Kebede, an education researcher currently based in Montreal, Canada. Maraki received her Ph.D. from the Department of Education Policy Studies at Penn State University, where she studied the experiences  of  minoritized  and  immigrant  students  as well as  educational equity  in  international  development  efforts. Maraki also served as a…