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Capital Impact's Integrated School Strategy
- 1. School Integration Research: Key Findings Presented by Quanic Fullard & Emilie Linick
- 2. Agenda • About Capital Impact • Purpose of Research • Methodology & Terminology • Historical context & Current landscape • Key Findings • Proposed Next Steps
- 4. STRATEGIC PILLARS Through capital and commitment Capital Impact helps people build communities of opportunity that break barriers to success. A nonprofit Community Development Financial Institution (CDFI), we have a 30-year history delivering strategic financing, social innovation programs, and capacity building that creates social change and delivers financial impact nationwide.
- 5. FOCUS AREAS
- 6. DELIVERING EDUCATION IMPACT TO UNDERSERVED COMMUNITIES NATIONWIDE
- 8. Objectives • Understand the potential benefits and/or challenges of school integration • Identify best practices of successful integrated school models Primary research • Conducted 9 interviews and attended 3 sessions • Schools (Citizens of the World Charter Schools, High Tech High, E.L. Haynes Public Charter School, Summit Public Schools, Blackstone Valley Prep Academy, Hebrew Public Charter Schools for Global Citizens), ed/think tank orgs (New York Appleseed and The Century Foundation), academics (Columbia Teachers College) Secondary Research • Conducted literature review (30+ articles/papers) on racial and socioeconomic segregation in schools, benefits of integrated schools, best practices and policies Methodology Three month research project including monthly meetings to report findings, synthesize info, and discuss implications
- 9. Terminology Segregation Laws, customs, or practices under which people are restricted to separate facilities based on physical characteristics Desegregation Legal action to end segregation Diverse Population that is representative of more than one social, cultural, or economic group Integration Use of inclusionary policies to promote social interaction of diverse groups of people. Emphasizes attitude and policy changes “[Integration] is the positive acceptance of desegregation and the welcomed participation of [nonwhites] into the total range of human activities. Desegregation then, rightly, is only a short-range goal. Integration is the ultimate goal of our national community.” Martin Luther King Jr
- 10. History of School Desegregation 1945 Brown vs. Board of Ed: Supreme Court rules that separate educational facilities are unequal; orders desegregation of schools 1957 – 1973 Strong federal and judicial commitment to school desegregation 1974 Milliken vs. Bradley: Supreme Court halts inter-district desegregation plans 1975 to present Districts fight voluntary and mandatory desegregation plans
- 11. Current Landscape “People understand why mixed-income housing is better than 100% low-income housing. So we should understand why integrated schools is a good idea.” Jon Rosenberg, President & CEO, Hebrew Public Schools Public schools are more racially and socioeconomically segregated now than they have been in half a century • 1/3 of black and Latino students attend schools that are more than 90% non- white. More than 1/3 of white students attend schools that are 90-100% white • ¾ of students in 91-100% black & Latino schools are in schools that also have more than 70% low-income students “People understand why mixed-income housing is better than 100% low-income housing. So we should understand why integrated schools is a good idea.” Jon Rosenberg, President & CEO, Hebrew Public Schools
- 12. KEY FINDINGS
- 13. Benefits of School Integration Integrated schools provide long-term academic and social benefits to all students and is key to breaking intergenerational cycles of poverty • Segregated schools negatively affect white students and students of color • Black adults who attended integrated schools, in comparison to counterparts or their own siblings in segregated schools, were less likely to be poor, have health issues, or go to jail, and are more likely to go to college (UC Berkeley, 2015 study) • Research dating back 50 years shows that socioeconomic make up of a school can play a larger role in achievement than the poverty of an individual student’s family • Benefits of diverse schools are not automatic - schools must work to create true integration with intention and refine best practices over time
- 14. Benefits of School Integration Integrated schools provide long-term academic and social benefits to all students and is key to breaking intergenerational cycles of poverty Civic, social and cognitive • Intercultural and cross-racial interaction promotes understanding, reduces stereotypes and biases, improves critical thinking skills and creativity • Increases ability to function in a diverse society and interact, negotiate and communicate with people from diverse groups • Enhances social cohesion, reinforces democratic values Academic • Equitable access to resources such as facilities, highly qualified teachers, challenging courses, private and public funding, and social and cultural capital • Higher student achievement and college persistence for minorities • No evidence suggesting that white student test scores suffer
- 15. Best Practices: Curriculum & Pedagogy Academics • Avoid tracking programs • Project based learning allows for meaningful inter-group interactions • Data should be used to analyze sub-group performance Professional Development • Trainings on equity and culturally responsive teaching • Recruit mission-aligned and culturally competent teachers and support staff • Quotas for staff of different backgrounds Discipline • Restorative justice approach and low suspension rates
- 16. Best Practices: Student Recruitment Intentional Site Location • Naturally diverse neighborhood or attendance zone • Situated on border of 2-3 racially or socioeconomically different neighborhoods • Easier to encourage low-income students to wealthier neighborhoods Weighted Lottery System • Schools adopt a lottery system that weights applicants based on factors such as socioeconomic status, parents’ level of education, or census tract Targeted Recruitment • 50% Free and Reduced Lunch (FRL) is “sweet spot” • Develop and review recruitment strategy annually, if not more frequently • Promote diversity as a benefit to students/families • Develop strategic community partnerships
- 17. Best Practices: School Culture School Mission • Diversity embedded in mission and/or a diversity statement • All existing schools founded as diverse charter schools Social Engagement • Promotes integration outside of classrooms • Build family connections through activities such as carpooling and playdates Parent Engagement • Promote power sharing between high and low-income parents Stakeholder Feedback • Stakeholder surveys (parents, students, staff) include questions on inclusion
- 19. Implementation Considerations “Placing brown bodies next to white bodies does not osmotically improve the life trajectory of Blacks.” Professor Rucker C. Johnson, UC Berkeley Recruitment • State or city policy may not permit weighted lottery or controlled choice • Recruitment practices and multi-lingual documents is resource intensive • Monitor residential patterns to maintain diversity balance School Culture • Desegregation can lead to assimilation, lower expectations, disparate disciplinary measures, segregated classes and tracking • Maintain reputation as high achieving school for all students • Provide additional support to disadvantaged students and families • Easier to implement in lower grade levels and start-up schools
- 20. Next Steps Impact • Define new metrics to track broader impact of integrated schools Lending • Develop protocol to determine if school is truly integrated • Develop business to integrated schools (e.g. members of National Coalition of Diverse Charter Schools) Policy to Practice • Present on integrated model at the National Charter Schools Conference (2017) • Advocate federal and state support of integrated schools • Explore relationship between high quality integrated schools and housing policies that shape residential segregation patterns (links Capital Impact’s community development and education work) “True integration, true equality, requires a surrendering of advantage…” Nikole Hannah-Jones, The New York Times
- 21. Stay in Touch! Quanic Fullard Program Specialist qfullard@capitalimpact.org (703) 647-2321 Emilie Linick Senior Loan Officer elinick@capitalimpact.org (510) 496-2224
- 22. eNewsletter Stories + Blog Stay in Touch! Fact Sheets
- 23. THANK YOU.