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The signs of separate and unequal education are visible today in small and large ways. The school districts and charter networks identified as employing socioeconomic integration are located in 32 different states. The states with the greatest number of districts and charters on https://www.wave-accounting.net/ the list are California, Florida, Iowa, New York, Minnesota, and North Carolina. 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.
The 91 school districts and charter schools with socioeconomic integration policies enroll over 4 million students. Roughly 8 percent of all public school students currently attend school districts or charter schools that use socioeconomic status as a factor in student assignment. In the school districts with high levels of poverty or racial homogeneity, however, merely balancing enrollment will still leave schools with low levels of racial diversity and high levels of poverty. Creating racially diverse, economically mixed schools in these districts typically requires using interdistrict enrollment strategies or focusing integration efforts on particular neighborhoods or schools with the greatest potential for reaching diversity goals.
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A large component of our own research process involved contacting each of the districts and charter networks for which we had evidence of socioeconomic integration. After asking for review of our information, about 40 percent of the contacted districts responded to our inquiries; several were eager to speak with us in great detail about their policies and our research, while others were more conservative with the information they provided. The overwhelming majority of the school officials with whom we spoke were either superintendents, Wave Integrations charter school directors, deputy superintendents, or enrollment managers. In cases where we did not receive a response from contacted officials, we included the districts or charters on the list if we were satisfied with evidence in the public record that they had implemented a socioeconomic integration strategy. All of the districts and charters included in our study directly consider socioeconomic balance in at least some of their student assignment decisions. Some of the districts and charters studied also directly consider race.
- When seeking to manage enrollment, one of the most important questions schools face is how to measure socioeconomic status.
- School districts with transfer policies that consider socioeconomic diversity generally give preference to school transfer requests that would increase the socioeconomic diversity of affected schools, or give a priority to economically disadvantaged students when reviewing transfer requests.
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- A large body of research going back five decades underscores the improved experiences that integrated schools provide.
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And Hartford Public Schools creates integrated school options for a student body that is 85 percent low-income through extensive interdistrict magnet school and transfer programs. We identified ninety-one school districts and charter schools or networks that have implemented socioeconomic integration strategies. The school districts and charter schools employing these strategies educate roughly 4 million students in all. In this section, we begin by describing our methodology for collecting information on integration strategies used by districts and charters. We then offer an overall portrait of the number, size, location, and demographics of the different districts and charters on the list. Finally, we describe the major types of integration strategies we identified and discuss the different measures of socioeconomic status being used.
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- As of 2011, thirty-two states also had passed intradistrict transfer laws, allowing families to transfer to other schools within a district.
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- However, there are also limitations and challenges to a boundary-based integration strategy.