ERIC Number: ED474664
Record Type: RIE
Publication Date: 2002
Reference Count: N/A
Economic School Integration: An Update. The Century Foundation Issue Brief Series.
Kahlenberg, Richard D.
In 2000, an Idea Brief asserted that the best way to improve education would be to give every schoolchild the opportunity to attend a middle class public school (economic school integration). This brief reviews recent research and policy developments regarding economic school integration, noting that school segregation based on socioeconomic status is increasing. Many communities are turning to economic integration as a way to preserve successful racial integration programs without running afoul of constitutional prohibitions against race in student assignment. Economic integration generally produces considerable racial integration as a byproduct. This brief presents a sample of communities that are using socioeconomic integration. The number of students attending public schools with economic integration plans has jumped from 20,000 in 1999 to more than 400,000 in 2002. Early results suggest that economic school integration can be very successful. Research shows that test scores are rising and dropout rates are declining, despite a relatively high poverty rate in the districts. Some studies indicate that low-income students will do better in majority middle-class schools than they will in high-poverty schools. This is mainly due to the influence of peers, more active and influential parents, and the best qualified teachers. (Contains 33 endnotes.) (SM)
Descriptors: Access to Education, Compensatory Education, Educational Finance, Educational Improvement, Elementary Secondary Education, Equal Education, Low Income Groups, Magnet Schools, Middle Class, Poverty, Public Schools, School Choice, School Desegregation, Socioeconomic Status
The Century Foundation, 41 East 70th Street, New York, NY 10021. Tel: 212-535-4441; Fax: 212-535-7534; e-mail: firstname.lastname@example.org; Web site: http://www.tcf.org.
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Century Foundation, New York, NY.
Note: For the original brief, see UD 035 299.