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ERIC Number: ED535441
Record Type: Non-Journal
Publication Date: 2012
Pages: 4
Abstractor: ERIC
Reference Count: N/A
Key Principles for ESEA Reauthorization. Issue Brief No. 1
National Coalition on School Diversity (NJ1)
Today, public schoolchildren are more racially isolated than at any time in the past four decades. And, racially isolated schools are overwhelmingly high-poverty schools: indeed nine out of ten of highly segregated schools serving African-American and Latino students are schools of concentrated poverty. With rare exception, racially isolated, high-poverty schools remain unequal--by any measure--and fail to provide students with the skills necessary to participate in the economy and society. To close the achievement gap and prepare students to participate meaningfully in the democracy and global economy, all students must learn to live and work together across race and class lines. Reflecting the high importance that schools and communities have placed on efforts to unlock concentrated disadvantage and segregation in schools, the United States Supreme Court recently acknowledged that promoting diversity and avoiding racial isolation are compelling interests that schools can and should pursue. Accordingly, the reauthorization process must take account of the fact that race and class still matter deeply in the education schoolchildren receive, and efforts to address the impact of concentrated poverty and racial isolation in schools can and should be of paramount importance.
National Coalition on School Diversity. 1200 18th Street NW Suite 200, Washington, DC 20036. Tel: 202-906-8023; e-mail:; Web site:
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Coalition on School Diversity
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act; Elementary and Secondary Education Act Title I