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…

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…

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…

How Teachers & Leaders Facilitate Integration in a Two-Way Dual Language Immersion Program

There was major school integration news that you might have missed in the frenzy of these pandemic times: Connecticut’s Sheff v. O’Neill case – originally filed in 1989 – reached what is likely to be its final settlement. This post is about two-way dual language programs, not Sheff, but it’s all connected. First, briefly, for…

New Research: Benefits for white students in integrated schools

This may seem obvious, but I’m stunned by it every time: white students are the most segregated group in American k-12 schools, by a lot. And, it’s basically been that way forever.  Here’s a chart from the “Harming Our Common Future” report, released by the UCLA Civil Rights Project and Penn State’s Center for Education…

New Research: Student reflections on selective entry high schools

Though it might go unnoticed in the hailstorm of coronavirus, election, etc news, the pandemic has caused cities to reconsider a bastion of racial segregation: gated entry for so-called “elite” public K-12 schools.  Boston, for example, has three “exam” (or, I prefer, “restrictive enrollment”) schools, which determine entry based on student GPA and scores on…

New Research: Literacy outcomes in segregated schools

I’m excited to feature new guest authors on the blog, with a new study that supports a fundamental pillar of school integration advocacy: segregated schools are bad for student learning. Specifically, the authors re-analyzed all studies, from the last 25 years, that compare English language arts/reading outcomes with school composition (race and SES). They went…

Suburban Segregation: A tale of two rezonings

I’m excited to feature a post from Dian Mawene, a graduate student at the University of Wisconsin-Madison, who recently published new research about a school rezoning effort in a diversifying Wisconsin suburb. Coauthored with Aydin Bal, the piece explores overlapping forms of segregation at the neighborhood, school district and school levels, all of which is…