The concentration of poverty in American schools, By Janie Boschman and Ronald Brownstein, February 29, 2016, The Atlantic: “In almost all major American cities, most African American and Hispanic students attend public schools where a majority of their classmates qualify as poor or low-income, a new analysis of federal data shows. This systemic economic and racial isolation looms as a huge obstacle for efforts to make a quality education available to all American students. Researchers have found that the single-most powerful predictor of racial gaps in educational achievement is the extent to which students attend schools surrounded by other low-income students…”
Tag: High-poverty schools
High-Poverty Schools – Dallas, TX
Dallas ISD to ask city for help integrating high-poverty schools, By Tawnell D. Hobbs and Holly D. Hacker, February 16, 2016, Dallas Morning News: “Dallas ISD wants to try something radical this fall: Open a school where half the kids are poor and half aren’t. It’s radical because the vast majority of DISD schools are high poverty. Campuses with socioeconomic diversity are few and far between. Many middle- and upper-class families have left DISD over the years for private or suburban schools. To succeed, Dallas ISD will have to lure more students from families with more money back to district schools. Research shows that poor children do much better when they learn alongside wealthier peers…”
Income and College Attendance – Ohio
New state report cards show how college readiness and attendance rise with affluence, plummet with poverty, By Patrick O’Donnell, January 20, 2016, Cleveland Plain Dealer: “New state report card data shows a predictable pattern of how poverty is related to lower college attendance and lower scores on college admissions tests – poor school districts do poorly and affluent districts do well. The Plain Dealer and the Ohio School Boards Association each compared school district poverty rates to college enrollment and readiness data on the state report cards. Across multiple measures, the consistent pattern is that success rates are high when a district’s poverty is low, and low when poverty levels are high…”