Socioeconomic School Socioeconomic School Integration in the Nation Integration in the Nation

and Wake County and Wake County

Coalition of Concerned Citizens for Coalition of Concerned Citizens for African American ChildrenAfrican American Children

Richard D. KahlenbergRichard D. Kahlenberg

April 1, 2009April 1, 2009

Districts Pursuing Districts Pursuing Socioeconomic Socioeconomic

Integration TodayIntegration Today 65 U.S. Districts using socioeconomic status as a factor 65 U.S. Districts using socioeconomic status as a factor in student assignment. in student assignment.

Wake County, (Raleigh) NC. No school should have Wake County, (Raleigh) NC. No school should have more than 40% of students eligible for free or reduced more than 40% of students eligible for free or reduced price lunch or 25% performing below grade level.price lunch or 25% performing below grade level.

Cambridge, MA. All schools should fall within + or – 10 Cambridge, MA. All schools should fall within + or – 10 percentage points of district average for free and percentage points of district average for free and reduced price lunch (40%).reduced price lunch (40%).

San Francisco, CA. Oversubscribed schools use a San Francisco, CA. Oversubscribed schools use a preference for socioeconomic diversity, considering 7 preference for socioeconomic diversity, considering 7 factors.factors.

Jefferson County (Louisville), KY. All schools between 15 Jefferson County (Louisville), KY. All schools between 15 and 50% of students from “Area A” (neighborhoods and 50% of students from “Area A” (neighborhoods below district average income and parental education below district average income and parental education and above average in minority students)and above average in minority students)

Why Districts Adopted Why Districts Adopted PlansPlans

Indirectly promote racial integration Indirectly promote racial integration in a manner that is legally bullet in a manner that is legally bullet proof. Most institutions – from Ivy proof. Most institutions – from Ivy League universities to Fortune 500 League universities to Fortune 500 companies – recognize racial companies – recognize racial diversity is important.diversity is important.

Improve academic achievement and Improve academic achievement and other educational outcomes other educational outcomes (graduation rates etc.)(graduation rates etc.)

Racial Dividend of Racial Dividend of Socioeconomic IntegrationSocioeconomic Integration

Can indirectly produce some racial Can indirectly produce some racial diversity in a manner that is diversity in a manner that is perfectly legal. perfectly legal. (E.g. Progressive (E.g. Progressive Income Tax)Income Tax)

* * Among 4Among 4thth graders nationally, 24% graders nationally, 24% whites eligible free and reduced whites eligible free and reduced lunch; 70% African Americans; 73% lunch; 70% African Americans; 73% LatinosLatinos

Academic Benefits of Academic Benefits of Socioeconomic IntegrationSocioeconomic Integration

Not just a clumsy proxy. Research: Not just a clumsy proxy. Research: Academic benefits of integration not Academic benefits of integration not from proximity to whiteness but from proximity to whiteness but middle-class environmentmiddle-class environment

Racial Desegregation in Charlotte vs. Racial Desegregation in Charlotte vs. Boston (1970s)Boston (1970s)

Roosevelt Perry Elementary in Roosevelt Perry Elementary in Louisville.Louisville.

Percentage of Schools that are Percentage of Schools that are Consistently High Performing, by Consistently High Performing, by

Socioeconomic StatusSocioeconomic Status

1.1

24.2

0

5

10

15

20

25

30

Per

cent

age

Hig

h-P

erfo

rmin

g S

choo

ls

High Poverty Schools Low Poverty Schools

Note: High poverty is defined as at least 50 percent of students eligible for free or reduced-price lunch; low poverty (middle class) is defined as fewer than 50 percent eligible. High performing is defined as being in the top third in the state in two subjects, in two grades, and over a two-year period. Source: Douglas N. Harris, "Ending the Blame Game on Educational Inequity: A study of 'High Flying' Schools and NCLB," Educational Policy Studies Laboratory, Arizona State University, March 2006, p. 20.

Student NAEP Math Scores, Student NAEP Math Scores, by Type of Schoolby Type of School

Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessments of Educational Progress (NAEP), 2007 Math Assessment, Grade 4.

260 258 257

251248 246

242

232

240 241236 234 234

228

221 220

200

210

220

230

240

250

260

270

0% 1 - 5% 6-10% 11-25% 26-34% 35-50% 51-75% 76-99% 100%

Percentage of student in school eligible for free or reduced-price lunch

NAE

P M

ath

Scor

e

Middle Class

Low Income

40 Years of Research40 Years of Research

1966 Coleman Report: SES of family the 1966 Coleman Report: SES of family the biggest predictor of achievement; SES of biggest predictor of achievement; SES of school the second biggest predictor.school the second biggest predictor.

2002 David Rusk study of Madison-Dane 2002 David Rusk study of Madison-Dane County schools: every 1 percent County schools: every 1 percent increase in middle-class classmates increase in middle-class classmates increases scores of low income students increases scores of low income students by 0.64 percentage points in reading by 0.64 percentage points in reading and 0.72 percentage points in math.and 0.72 percentage points in math.

National Research National Research (cont.)(cont.)

2005 Rumberger and Palardy: school’s SES 2005 Rumberger and Palardy: school’s SES had as much impact on the achievement had as much impact on the achievement growth of high school students in math, growth of high school students in math, science, reading and history as a student’s science, reading and history as a student’s individual family SES.individual family SES.

2006 Programme for International Student 2006 Programme for International Student Assessment (PISA) for 15 year olds in Assessment (PISA) for 15 year olds in science showed a “clear advantage in science showed a “clear advantage in attending a school whose students are, on attending a school whose students are, on average, from more advantaged average, from more advantaged socioeconomic backgrounds.”socioeconomic backgrounds.”

National Research (cont)National Research (cont)

2006 Douglas Harris study: Math 2006 Douglas Harris study: Math data from 18 million students found data from 18 million students found minority students have greater gains minority students have greater gains in racially integrated schools and in racially integrated schools and that “a substantial portion of the that “a substantial portion of the ‘racial composition’ effect is really ‘racial composition’ effect is really due to poverty and peer due to poverty and peer achievement.”achievement.”

Effect of Socioeconomic Effect of Socioeconomic Integration on Middle-Class Integration on Middle-Class

StudentsStudents No research findings of negative No research findings of negative

effects on academic achievement in effects on academic achievement in integrated environmentsintegrated environments

Numbers matter: numerical majority Numbers matter: numerical majority sets tonesets tone

Differential sensitivity to schoolingDifferential sensitivity to schooling Benefits of learning in a diverse Benefits of learning in a diverse

environmentenvironment

Why Economic Mix Why Economic Mix Matters Matters

PeersPeers

ParentsParents

Teachers/PrincipalsTeachers/Principals

PeersPeersAn orderly environment. Middle class schools report disorder

problems half as often as low income schools. [All Together Now, p.58]

A stable student population. Middle class schools see half as much student mobility as higher poverty schools [60,68]

Motivated peers who value achievement and encourage it among classmates. Peers in middle income schools are more academically engaged, more likely to do homework, less likely to watch TV, less likely to cut class and more likely to graduate – all of which have been found to influence the behavior of classmates. [51-8]

High achieving peers, whose knowledge is shared informally with classmates all day long. In middle class schools, peers come to schools with twice the vocabulary of lower income children, so any given child is more likely to expand his vocabulary through informal interaction. [p. 50]

ParentsParents

Political influence and school Political influence and school financingfinancing Nationally, wealthy schools spend $900 more per pupil than high poverty schools. [Education Trust, 2005]

Active parental involvementActive parental involvement In middle class schools, parents are four times as likely to be members of the PTA and much more likely to participate in fundraising. [62-64]

Faculty (teachers and Faculty (teachers and principals)principals)

* * Teacher Quality.Teacher Quality. Teachers in middle class schools are Teachers in middle class schools are more likely to be licensed, less likely to teach out of their more likely to be licensed, less likely to teach out of their field of expertise, less likely to have low teacher test field of expertise, less likely to have low teacher test scores, less likely to be inexperienced, and more likely to scores, less likely to be inexperienced, and more likely to have greater formal education. In middle class schools, have greater formal education. In middle class schools, teacher mobility is one fourth as high. Even when paid teacher mobility is one fourth as high. Even when paid comparable salaries, teachers consider it a promotion to comparable salaries, teachers consider it a promotion to move from poor to middle class schools, and the best move from poor to middle class schools, and the best teachers usually transfer into middle income schools at teachers usually transfer into middle income schools at the first opportunity. [67-71]the first opportunity. [67-71]

* * Teacher ExpectationsTeacher Expectations. Curriculum in middle class schools . Curriculum in middle class schools is more challenging; and expectations are higher. The is more challenging; and expectations are higher. The grade of C in a middle income school is the same as a grade of C in a middle income school is the same as a grade of A in low income schools, as measured by grade of A in low income schools, as measured by standardized tests results. Middle class schools are standardized tests results. Middle class schools are more likely to offer AP classes and high level math. [72-more likely to offer AP classes and high level math. [72-74]74]

Wake County vs. Most Wake County vs. Most Other Large North Carolina Other Large North Carolina

School DistrictsSchool Districts

Source: North Carolina Public Schools, Report of Supplemental Disaggregated State, School System (LEA) and School Performance Data for 2006-08, High School End of Course Exams (Composite)

0

10

20

30

40

50

60

70

80

90

100

All White Middle Class Black Hispanic Low-Income

2007-08 High School End-of-Course Exams (Composite)

Per

cent

Pro

ficie

nt

Wake

Durham

Forsyth

Guilford

Wake County vs. Wake County vs. Charlotte Mecklenburg Charlotte Mecklenburg

High School End-of Course High School End-of Course ExamsExams

0

10

20

30

40

50

60

70

80

90

100

All White MiddleClass

Black Hispanic Low-Income

2007-08 High School End-of-Course Exams (Composite)

Per

cent

Pro

ficie

nt

Wake County

Charlotte Mecklenburg

North Carolina Public Schools, Reports of Supplemental Disaggregated State, Schools System (LEA) and School Performance Data for 2006-2008, High School End of Course Exams (Composite)

Wake more bang for the Wake more bang for the buckbuck

Charlotte-Mecklenburg: Charlotte-Mecklenburg: $8595/pupil$8595/pupil

Wake County:Wake County:$8117/pupil$8117/pupil

Difference:Difference: $478/pupil$478/pupil If Wake spent as much as Charlotte If Wake spent as much as Charlotte

Mecklenburg per pupil could Mecklenburg per pupil could increase budget by $65 millionincrease budget by $65 million

Wake vs. Charlotte: Pre-Wake vs. Charlotte: Pre-KK

Charlotte-Mecklenburg has nationally Charlotte-Mecklenburg has nationally recognized pre-K program, Bright Beginnings, recognized pre-K program, Bright Beginnings, first instituted in 1997first instituted in 1997

Recruits low performing preschoolers and Recruits low performing preschoolers and provides them with literacy-rich curriculum, provides them with literacy-rich curriculum, highly trained teachers and low teacher pupil highly trained teachers and low teacher pupil ratio 6.5 hours a day – different than Head ratio 6.5 hours a day – different than Head StartStart

80% of Title I money goes to Bright Beginnings80% of Title I money goes to Bright Beginnings National research – NJ, OK – large academic National research – NJ, OK – large academic

gains from pre-Kgains from pre-K

Wake County vs. Wake County vs. Charlotte Mecklenburg: Charlotte Mecklenburg:

Graduation RatesGraduation Rates

0

10

20

30

40

50

60

70

80

90

100

All White Black Hispanic Low-Income

2007-08 Four-year Graduation Rates

Wake County

Charlotte Mecklenburg

North Carolina Public Schools, 4-Year Cohort Graduation Rate Report, 2007-08

Charlotte vs. WakeCharlotte vs. Wake : : SummarySummary

Comparable test results with subgroups in Comparable test results with subgroups in 2007-082007-08

Wake gets more bang for the buckWake gets more bang for the buck Charlotte’s Bright Beginnings Pre-K Charlotte’s Bright Beginnings Pre-K

programprogram Wake’s superior high school graduation Wake’s superior high school graduation

ratesrates Better job prospects from integrated than Better job prospects from integrated than

segregated schoolssegregated schools All benefit from diversityAll benefit from diversity

Important to Stay the Important to Stay the CourseCourse

2007: 51 of 149 schools out of 2007: 51 of 149 schools out of compliance with 40% free and compliance with 40% free and reduced price lunch cap, up from 7 reduced price lunch cap, up from 7 schools in 2000.schools in 2000.

Damaging to student achievement, Damaging to student achievement, particularly when schools are particularly when schools are significantly out of compliance (60% significantly out of compliance (60% + free and reduced price lunch). All + free and reduced price lunch). All subgroups do worse.subgroups do worse.

Wake County High Poverty Schools (60%+ Wake County High Poverty Schools (60%+ Low-income) Low-income) Percentage of Students At or Above Percentage of Students At or Above Grade Level in Reading and Math (2007-08)Grade Level in Reading and Math (2007-08)

Source: Wake County Public School System, “School General Information, 2008-09”; Reports of Supplemental Disaggregated State, School System (LEA) & School Performance Data, 2007-08; End of Grade (Reading and Mathematics) Grades 3 through 8.Notes: “Low-income”= Students eligible for free- and reduced-price lunch; Shaded cells=Below district average (28 of 30 cells)

Overall: Wake a National Overall: Wake a National ModelModel

Schools far more integrated by Schools far more integrated by socioeconomic status and race than socioeconomic status and race than other districts in North Carolina and the other districts in North Carolina and the nation.nation.

Impressive results. Explosive growth in Impressive results. Explosive growth in part because schools are excellentpart because schools are excellent

Should be eligible for “Investing in What Should be eligible for “Investing in What Works and Innovation” $650 million fund Works and Innovation” $650 million fund in the American Recovery and in the American Recovery and Reinvestment Act (stimulus legislation)Reinvestment Act (stimulus legislation)

For More InformationFor More Information Richard D. Kahlenberg, Richard D. Kahlenberg, All Together Now: All Together Now:

Creating Middle Class Schools through Public Creating Middle Class Schools through Public School ChoiceSchool Choice (Brookings Press, 2001; (Brookings Press, 2001; paperback, 2003).paperback, 2003).

Divided We Fail: Coming Together through Divided We Fail: Coming Together through Public School Choice: Report of The Century Public School Choice: Report of The Century Foundation Task Force on the Common SchoolFoundation Task Force on the Common School (Lowell Weicker, Chair) (Century Foundation (Lowell Weicker, Chair) (Century Foundation Press, 2002).Press, 2002).

Jennifer Jellison Holme and Amy Stuart Wells Jennifer Jellison Holme and Amy Stuart Wells chapter in chapter in Improving on No Child Left BehindImproving on No Child Left Behind, , ed. by Richard D. Kahlenberg (Century ed. by Richard D. Kahlenberg (Century Foundation, 2008).Foundation, 2008).

Contact InformationContact Information

Richard D. KahlenbergRichard D. Kahlenberg Senior FellowSenior Fellow The Century FoundationThe Century Foundation 1333 H Street, N.W. 101333 H Street, N.W. 10thth Floor Floor Washington, D.C. 20005Washington, D.C. 20005 kahlenberg@tcf.orgkahlenberg@tcf.org www.equaleducation.orgwww.equaleducation.org