Resegregation in American Schools
This report focuses primarily upon four important trends. First, the American South is resegregating, after two and a half decades in which civil rights law broke the tradition of apartheid in the region's schools and made it the section of the country with the highest levels of integration in its schools. Second, the data shows continuously increasing segregation for Latino students, who are rapidly becoming our largest minority group and have been more segregated than African Americans for several years. Third, the report shows large and increasing numbers of African American and Latino students enrolled in suburban schools, but serious segregation within these communities, particularly in the nation's large metropolitan areas. Since trends suggest that we will face a vast increase in suburban diversity, this raises challenges for thousands of communities. Fourth, we report a rapid ongoing change in the racial composition of American schools and the emergence of many schools with three or more racial groups. The report shows that all racial groups except whites experience considerable diversity in their schools but whites are remaining in overwhelmingly white schools even in regions with very large non-white enrollments.
Though we usually think of segregation in racial and ethnic terms, it's important to also realize that the spreading segregation has a strong class component. When African-American and Latino students are segregated into schools where the majority of students are non-white, they are very likely to find themselves in schools where poverty is concentrated. This is of course not the case with segregated white students, whose majority-white schools almost always enroll high proportions of students from the middle class. This is a crucial difference, because concentrated poverty is linked to lower educational achievement. School level poverty is related to many variables that effect a school's overall chance at successfully educating students, including parent education levels, availability of advanced courses, teachers with credentials in the subject they are teaching, instability of enrollment, dropouts, untreated health problems, lower college-going rates and many other important factors. The nation's large program of compensatory education, Title I, has had great difficulty achieving gains in schools where poverty is highly concentrated. When school districts return to neighborhood schools, white students tend to sit next to middle class students but black and Latino students are likely to be next to impoverished students.
Therefore, while debates over the exact academic impact of desegregation continue, there is no question that black and Latino students in racially integrated schools are generally in schools with higher levels of average academic achievement than are their counterparts in segregated schools. Desegregation does not assure that students will receive the better opportunities in those schools-that depends on how the interracial school is run-but it does usually put minority students in schools which have better opportunities and better prepared peer groups. In a period in which mandatory state tests for graduation are being imposed, college admissions standards are rising, remedial courses in college are being cut back, and affirmative action has already been abolished in our two largest states, the harmful consequences for students attending less competitive schools are steadily increasing.
We are clearly in a period when many policymakers, courts, and opinion makers assume that desegregation is no longer necessary, or that it will be accomplished somehow without need of any deliberate plan. Polls show that most white Americans believe that equal educational opportunity is being provided. National political leaders have largely ignored the growth of segregation in the 1990s. Thus, knowledge of trends in segregation and its closely related inequalities are even more crucial now. For example, increased testing requirements for high school graduation, for passing from one grade to the next, and college entrance can only be fair if we offer equal preparation to children, regardless of skin color and language. Increasing segregation, however, pushes us in the opposite direction because it creates more unequal schools, particularly for low income minority children, who are the groups which most frequently receive low test scores. Educational policy decisions that do not take these realities into account will end up punishing students in inferior segregated schools, or even sending more children to such schools while simultaneously raising sanctions for those who do not achieve at a sufficiently high level.
In addition to its focus upon the trends of Southern resegregation, Latino student segregation and suburban segregation, this report documents basic national trends in enrollment and segregation for African-American students, Latinos, White and Asian students by region, by state, by community type - allowing comparison across the country. In the final section, we offer recommendations on how to reverse the trend of rising segregation, concluding that there has been very little national leadership on this issue for the past quarter century, recalling the positive steps taken in the 1960s and 1970s, and suggesting a number of steps that would support successful desegregated schools.
In compliance with the UC Open Access Policy, this report has been made available on eScholarship: