By Richard D. Kahlenberg, editor
Published by The Century Foundation Press, February 27, 2012
Almost fifty years ago the Coleman Report, widely regarded as the most important educational study of the twentieth century, found that the most powerful predictor of academic achievement is the socioeconomic status of a child's family. The second most important predictor is the socioeconomic status of the classmates in his or her school. Until very recently, the importance of this second finding has been consciously ignored by policymakers, and the national education debate has centered on trying to "fix" high-poverty schools by pouring greater resources into them, paying educators more to teach in them, or turning them into charter schools. At the local level, however, eighty school districts educating four million students now consciously seek to integrate schools by socioeconomic status.
The Future of School Integration looks at how socioeconomic school integration has been pursued as a strategy to reduce the proportion of high-poverty schools and therefore to improve the performance of students overall. It examines whether students learn more in socioeconomically integrated schools—and pre-K programs—than in high-poverty institutions and explores the costs and benefits of integration programs. The book also investigates whether such integration is logistically and politically feasible, looking at the promises and pitfalls of both intradistrict and interdistrict integration programs. Finally, it examines the relevance of socioeconomic integration strategies being pursued by states and localities to the ongoing policy debates in Washington over efforts to turn around the nation's lowest-performing schools and to improve the quality of charter schools.
Contributors include Stephanie Aberger (Expeditionary Learning), Marco Basile (Harvard University), Jennifer Jellison Holme (University of Texas—Austin), Ann Mantil (Harvard), Anne G. Perkins, Jeanne L. Reid (Teachers College), Meredith P. Richards (University of Texas—Austin), Heather Schwartz (RAND), Kori J. Stroub (University of Texas—Austin), and Sheneka M. Williams (University of Georgia).
By Thomas R. Pickering, Working Group Chair
Published by The Century Foundation Press, May 14, 2015
Pakistan is at a crossroads—can it rise to the challenge of confronting militancy, a lagging economy, and multiple governance failures? [...]
Published by The Century Foundation, May 11, 2015
State pre-K programs have roughly doubled in funding and enrollment over the past ten years, and an increase in classroom diversity could make these programs even better. [...]
By Mark Zuckerman, Sam Adler-Bell, Jacob Anbinder, Neil Bhatiya, Mike Cassidy, and Clio Chang
Published by The Century Foundation, May 7, 2015
President Obama's has used his "pen and phone" strategy to great effect in pursuing a progressive policy agenda through executive actions. For this report, TCF staff have reviewed the wide range [...]
By Jeanne L. Reid, Sharon Lynn Kagan, Michael Hilton, Halley Potter
Published by The Century Foundation, April 3, 2015
Studies have shown that children learn more in socioeconomically and racially diverse preschool classrooms—so why don't we make classroom integration a priority? [...]