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All Education Commentary

The New Segregation

TCF senior fellow Richard Kahlenberg and the Center for American Progress’ Carl Chancellor take to the pages of the Washington Monthly to argue that it’s class, not race, that is at the heart of America’s educational system woes. The key to fixing the problem lies in changing our housing policies. Here’s Kahlenberg and Chancellor:

Concerned that poor and working-class families were being priced out of the county, officials pioneered “inclusionary zoning,” which allows for so-called scattered-site public housing—meaning that poor residents live throughout the county, including fairly affluent areas. Under the policy, 12.5 percent to 15 percent of developers’ new housing stock is required to be affordable to low-income and working-class families. 

Read the full article at Washington Monthly.

Tags: socioeconomic integration, socioeconomic diversity, segregation, montgomery county, housing policy, cap

For D.C. Schools, Race and Class Still Define the System

TCF senior fellow Richard Kahlenberg talks to WAMU about public schools in the District of Columbia, and offers suggestions for improving outcomes for students. Says Kahlenberg:

We’re all about let’s try to improve the high poverty schools, where we pack all the poor kids into one educational setting. But there is a half-century of research to suggest that probably one of the best things you can do to improve the education of all children is to give them access to an economically integrated environment.

Read the full article.

Tags: wamu, socioeconomic integration, racially integrated public schools, michelle rhee, d.c. public schools

Teaching with Autonomy

What is it like to work at a school at which teachers and and administrators run the school as equal partners? Guest author Demetria R. Giles of Teaching Firms of America—Professional Prep Charter School says the results at her school speak for themselves.

Tags: teacher voice, smarter charter series, charter schools

Ensuring Equity in Charter Schools

If we could have the best school we can imagine, what would it be?

In a new post at Education Week, TCF senior fellow Richard Kahlenberg and fellow Halley Potter explore how City Neighbors Charter School in Baltimore is answering that question.

Chartering gave City Neighbors' founders the flexibility to do things that are fairly unusual among charter schools. The charter school model has allowed them to pioneer a collaborative governance structure that includes teacher representation on the governing board and provides large blocks of shared planning time—while remaining part of the city school district's collective bargaining agreement.

Read the full article at Education Week.

Tags: smarter charter series, city neighbors charter school, charter schools, baltimore

Why I Value Diverse Schools

October 29, 2014 COMMENTARY BY: The Century Foundation TOPICS: Education, Improving Access to Quality Public Schools, A Smarter Charter

Children from low-income households consistently perform better when they attend racially- and socioeconomically-diverse schools. In this piece, guest writer Jonathon Acosta talks about his experiences attending a diverse magnet school.

Tags: socioeconomic integration, smarter charter series, diversity in education, diverse charter schools

Here Come the New Neighbors

TCF senior fellow Richard Kahlenberg is quoted in a NY City Lens article on socioeconomic integration for K-12 students. Says Kahlenberg:

Giving low income students the chance to go to middle-class schools is probably the best thing we can do to improve their achievement.

Read the full article.

Tags: socioeconomic integration, socioeconomic diversity, k-12 education, housing policy




Most K-12 education reforms are about trying to make "separate but equal" schools for rich and poor work well. The results of these efforts have been discouraging. The Century Foundation looks at ways to integrate public schools by economic status through public school choice. At the higher education level, we examine ways to open the doors of selective and non-selective institutions to students of modest means.

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