By Richard D. Kahlenberg, editor
Published by The Century Foundation Press, February 27, 2012
Almost fifty years ago the Coleman Report, widely regarded as the most important educational study of the twentieth century, found that the most powerful predictor of academic achievement is the socioeconomic status of a child's family. The second most important predictor is the socioeconomic status of the classmates in his or her school. Until very recently, the importance of this second finding has been consciously ignored by policymakers, and the national education debate has centered on trying to "fix" high-poverty schools by pouring greater resources into them, paying educators more to teach in them, or turning them into charter schools. At the local level, however, eighty school districts educating four million students now consciously seek to integrate schools by socioeconomic status.
The Future of School Integration looks at how socioeconomic school integration has been pursued as a strategy to reduce the proportion of high-poverty schools and therefore to improve the performance of students overall. It examines whether students learn more in socioeconomically integrated schools—and pre-K programs—than in high-poverty institutions and explores the costs and benefits of integration programs. The book also investigates whether such integration is logistically and politically feasible, looking at the promises and pitfalls of both intradistrict and interdistrict integration programs. Finally, it examines the relevance of socioeconomic integration strategies being pursued by states and localities to the ongoing policy debates in Washington over efforts to turn around the nation's lowest-performing schools and to improve the quality of charter schools.
Contributors include Stephanie Aberger (Expeditionary Learning), Marco Basile (Harvard University), Jennifer Jellison Holme (University of Texas—Austin), Ann Mantil (Harvard), Anne G. Perkins, Jeanne L. Reid (Teachers College), Meredith P. Richards (University of Texas—Austin), Heather Schwartz (RAND), Kori J. Stroub (University of Texas—Austin), and Sheneka M. Williams (University of Georgia).
By The Century Foundation Task Force on Preventing Community Colleges from Becoming Separate and Unequal
May 23, 2013
Two-year colleges have opened the doors of higher education for low-income and working-class students as never before, and yet, community colleges often lack the resources to provide the conditions for student success. [...]
By Greg Anrig
Published by The Century Foundation Press, April 4, 2013
While the “education wars” dominate media coverage of school reform debates, largely unnoticed research is mounting that student outcomes are strongest in districts pursuing intensive collaboration among teachers and administrators [...]
By Alan S. Blinder, Andrew W. Lo, Robert M. Solow, editors
Published by Russell Sage Foundation, December 19, 2012
In its wide-ranging inquiry into the financial crash, Rethinking the Financial Crisis marshals an impressive collection of rigorous and yet empirically-relevant research that, in some respects, upsets the conventional wisdom about the [...]
Published by The Century Foundation, October 3, 2012
The U.S. Supreme Court case Fisher v. Texas could dramatically alter or eliminate race-based admissions policies at colleges and universities. In a new report, A Better Affirmative Action, Senior Fellow Richard [...]