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ERIC Number: EJ887539
Record Type: Journal
Publication Date: 2010-May-12
Pages: 3
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0277-4232
More Districts Factoring Poverty into Student-Assignment Plans
Zehr, Mary Ann
Education Week, v29 n31 p1, 20-21 May 2010
A growing number of school districts are trying to break up concentrations of poverty on their campuses by taking students' family income into consideration in school assignments. Some of the districts replaced race with socioeconomic status as a determining indicator after the U.S. Supreme Court ruled in 2007 that using race as the primary factor in assigning students to schools violates the Constitution. Other districts that take family income into account never included race as a factor. Many experts believe the composition of a school's student body affects achievement. If black and Hispanic students, who are more likely to be poor, go to the same schools as their better-off white peers, the thinking goes, they'll all do better and aspire to higher education. But since the Supreme Court essentially blocked a race-conscious path to racial diversity, some integration advocates are looking to socioeconomic status to reach the same goal. Advocates hope to clear the path to racial diversity in schools, through the use of poverty measures. They argue that educating students of different social and economic levels in the same classrooms is a powerful tool for increasing achievement.
Editorial Projects in Education. 6935 Arlington Road Suite 100, Bethesda, MD 20814-5233. Tel: 800-346-1834; Tel: 301-280-3100; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina