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NYC City Council Bill Is Good News for School Integration

The latest NYC City Council bill that calls for more comprehensive classroom data is a step in the right direction for encouraging socioeconomic and racial integration in schools.


NYC’s Universal Pre-K Garners Almost Universal Support

May 19, 2015 COMMENTARY BY: Clio Chang TOPICS: Education, Improving Access to Quality Public Schools

Enrolling kids in pre-K has proven to be a way to alleviate child poverty and income inequality in the long run. Policy associate Clio Chang details the steps we can take to provide diverse and high-quality classrooms in NYC and nationwide.


Universal Pre-K’s Integration Problem

May 16, 2015 BY: Alex Kisielewski TOPICS: Education, Improving Access to Quality Public Schools

A number of factors are thwarting New York City Mayor de Blasio's attempt to shrink the gap between the rich and the poor by providing free of charge universal pre-K to every family in the city. TCF fellow Halley Potter says that there remain a number of concerns, the most glaring being the lack of socioeconomic and racial integration in early education classrooms.

The preferences in admissions lotteries for pre-K also limit opportunities for fostering diversity. In 2014, almost half of all pre-K programs in district schools filled up entirely with students who live in the attendance zone or who have a sibling in the school, leaving little room to increase diversity by drawing students from beyond the immediate neighborhood.

Read Potter's article featured in the NY Daily News.

Tags: universal pre-k, school integration, education reform, classroom diversity

50 Years On, Head Start’s Best Hope for the Future May Lie in an Idea from Its Past

For the 50th anniversary of the Head Start program, TCF fellow Halley Potter reflects on the original vision for the program and the need for more integrated classrooms in early childhood education.

Tags: pre-k, integrated schools, head start, education

UPK Report Asks: Where’s the Diversity?

The report recently released by TCF fellow Halley Potter details Mayor de Blasio's determination the end NYC's "tale of two cities" that persists because of economic inequality. The New School's education blog, "Inside Schools" chronicled what policy solutions are recommended by Potter to increase classroom diversity including collect better data, subsidize transportation, revise enrollment priorities, and enable blended funding. Potter says:

"The de Blasio administration has pulled off a remarkable feat in expanding free, full-day universal pre-K to roughly 70,000 children by this fall, while also bringing much needed attention to the value of socioeconomic and racial diversity in preschool classrooms,” Potter wrote Insideschools via email. "But there's still much more that the administration can and should do to open opportunities for integrated universal pre-k classrooms, including collecting better demographic data and revising admissions preferences to support diversity."

Read the rest of the piece about the report.

Tags: universal pre-k, preschool, integrated classrooms, income inequality

Study: City Pre-K Program Can Be Model, With Tweaks

TCF fellow Halley Potter's newest report looks at the roll-out of Mayor de Blasio's universal pre-K campaign that he is employing to bridge the divide between the "haves and have-nots." An article from Capital New York provides a positive review of the report and echoes Potter's call for increased socioeconomic and racial diversity in classrooms.

Potter argued that the administration's pre-K admissions policies do not encourage significant integration, and recommended the city introduce some lottery preferences for socioeconomic status.

Read the full article from Capital New York here.

Tags: universal integrated pre-k, preschool, pre-k, inequality, classroom diversity




Most K-12 education reforms are about trying to make "separate but equal" schools for rich and poor work well. The results of these efforts have been discouraging. The Century Foundation looks at ways to integrate public schools by economic status through public school choice. At the higher education level, we examine ways to open the doors of selective and non-selective institutions to students of modest means.

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