As Test Scores Jump, Raleigh Credits Integration by Income

[Bill McBlueState]

On the face of it, this seems like an excellent solution to many of the problems in our schools. What do you think?

RALEIGH, N.C. - Over the last decade, black and Hispanic students here in Wake County have made such dramatic strides in standardized reading and math tests that it has caught the attention of education experts around the country.

...

... the prime reason for the students' dramatic improvement, officials and parents say, is that the district has made a concerted effort to integrate the schools economically.

Since 2000, school officials have used income as a prime factor in assigning students to schools, with the goal of limiting the proportion of low-income students in any school to no more than 40 percent.

...

In Wake County, only 40 percent of black students in grades three through eight scored at grade level on state tests a decade ago. Last spring, 80 percent did. Hispanic students have made similar strides. Overall, 91 percent of students in those grades scored at grade level in the spring, up from 79 percent 10 years ago.

full story: http://www.nytimes.com/2005/09/25/education/25raleigh.html?hp&ex=1127620800&en=a1e558c9bcf29d27&ei=5094&partner=homepage

[Sgent]

1. Its not a bad idea

especially in some parts of the country. In many parts (esp south) though, there are separate school districts -- which are separated economically and racially.

For instance, NOLA's school district is mostly poor blacks, and achieving anywhere near even 70% as done above would be impossible. All wealthier kids (white or black) are in private schools or live in Jefferson or St. Tammany parish.

Memphis and Birmingham, AL are much the same.

[LizW]

2. Interesting story.

I'm amazed that they are able to make this work in such a massive school district.

Our district did something similar, but not nearly as ambitious. The district is mostly middle class with several affluent areas. There are some poor areas, pockets of aging apartment complexes mostly. The Hispanic population is concentrated in some of these.

With school assignment done by "zone", a couple of schools used to get all the kids from the apartments, all the kids who needed the most attention and help. So, a couple of years ago, the district re-zoned the apartment complexes to spread them out among lots of different elementary schools.

It was traumatic. The people who were being rezoned felt insulted, and the schools who lost students felt like they were being told they were "bad" schools. But everyone survived. The children quickly blended. A few white parents who absolutely refused to allow their children to go to school with "those" children left and went to private school. It is working out fine socially. This article is very encouraging that all the trauma and community upheaval will be worth it.

[Spangle]

3. That was a smart idea!

Makes perfect sense to me. In the past, segration of "races" was an issue on more then one level. The educational level, the social level, and the expection level.

Divisions by income level does the same thing. Children from more well to do familys tend to have a higher expections from their kids from the get go. The children themselfs start to dream of jobs/lifestyles, etc.. that they would need college, etc.. College is an assumed part of the childs education. And it's the same with all their friends.

Poor kids... not the same. Kids being seen as to "smart" tend to be punished by other students. Called "teachers pet", etc. They don't see the need for high grades, past the point of keeping their parents and teachers off their back.

It's a cycle.

Placing poor kids in with children who don't come come from poor house holds means the SAME as when race segration ended. The children are introduced to new ideas, thoughts, expections, etc. They develop friendships, network, etc. They learn from other familys, etc.