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Using Socioeconomic-Based Strategies to Further Racial Integration

More than ever before, social science research identifies an array of academic and social benefits for students stemming from learning in integrated educational settings, which is even more beneficial for younger students. While some state and local education agencies may raise concerns over shifting legal principles and political apprehension in pursuing strategies that integrate students across race, socioeconomic status, and other factors, the changing demographics warrant serious inquiry into integration opportunities.

Equity Connection is IDRA’s online Community of Practice where educators, researchers, parents and community members to discuss and take action to strengthen public schooling. See the discussion on diversifying the field now!

Literature Review Summary

Erica Frankenberg, Ed.D., Pennsylvania State University and Director of the Center for Education & Civil Rights, developed this two-page summary of her literature review “Using Socioeconomic-Based Strategies to Further Racial Integration in K-12 Schools.”

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Literature Review

This paper by Erica Frankenberg, Ed.D., Pennsylvania State University and Director of the Center for Education & Civil Rights, surveys the landscape of K-12 integration strategies to understand what is being implemented and what we know about the design and implementation of such policies that might create more diverse schools and reduce racial isolation. Before turning to that emerging body of literature, however, it is important to understand why integration matters and the legal landscape currently around voluntary integration.

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See the full literature review developed for the IDRA EAC-South by Erica Frankenberg, Ed.D., Associate Professor of Education & Demography at Pennsylvania State University and Director of the Center for Education & Civil Rights.

Using Socioeconomic-Based Strategies to Further Racial Integration in K 12 Schools

Using Socioeconomic Indicators as a Tool for School Diversity and Integration

This article by David Hinojosa, J.D., and Erica Frankenberg, Ed.D., gives an overview of the issue and some strategies for schools. The article was published in the IDRA Newsletter (April 2017).

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Using Socioeconomic Status for School Integration – Podcast Episode 172

In this podcast episode, David Hinojosa, J.D., director of the federally-funded IDRA EAC-South, discusses how some school districts in the South have turned to using students’ socioeconomic backgrounds to help integrate schools.

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Go to the podcast webpage to listen to Using Socioeconomic Status for School Integration