Implementing the Common Core State Standards (Washington DC: Common Core State Standards Initiative, September 2013), http://www.corestandards.org/standards-in-your-state/; R. L. Linn, “Reporting School Quality in Standards-based Accountability Systems.”. When the entire educational system is not only separate and unequal along racial/ethnic lines, but also measured, evaluated, and then “valued” almost exclusively according to test scores, the correlation between race and schools deemed to be “bad” based only on these narrow measures is high, exacerbating the race-based inequalities that already exist. Still, despite the many factors working against efforts to embrace and develop a parallel “educational benefits of diversity” argument in K–12 education, there are several counter forces influencing the public educational system that could eventually foster a movement to embrace this argument. Not only does it narrow children’s experiences and even the value of their schooling down to a handful of fill-in-the-bubble exams, it also perpetuates and even legitimizes a far-from-colorblind process of racial segregation. Ironically, in in-depth interviews we are conducting, white gentrifiers state that one reason they moved into the city was to live in neighborhoods more diverse than the homogeneous suburbs where many grew up. C.H. “Perspectives for a Diverse America,” from Teaching Tolerance 43, Southern Poverty Law Center (Spring 2013), http://www.tolerance.org/magazine/number-43-spring-2013/perspectives. 124. E. Kneebone and A. Berube, Confronting Suburban Poverty In America (Washington, D.C.: The Brookings Institution, 2012). P. Carter, “Equity and Empathy: Toward Racial and Educational Achievement in the Obama Era,” Harvard Educational Review 72, no. 90. G. Ladson-Billings, “Culturally Relevant Pedagogy 2.0: Aka the Remix,” Harvard Educational Review 84, no. 47. Still, the the recent history of “neo-Plessyism” in K–12 education suggests that elementary and secondary policy makers have much to learn from the higher education leaders about how to frame “good” educational practices in relation to racial, ethnic, and cultural diversity in public schools. There has been no distinction drawn as to how different student outcomes were related to the various ways in which students experienced desegregation in their schools and communities.55 Most early research said nothing about the local context of desegregation or how students’ experiences within racially diverse schools were shaped by the actions and attitudes of educators. They raised important issues about how school desegregation policies should be implemented to create successful desegregated schools.69 They also helped to illustrate the so-called second-generation issues of school desegregation; that is, the process of placing African American students in low-level classes separated from their white peers. J. Harrigan and R. Vogel, Political Change in the Metropolis. The CFD is intended for use in scientific research. Wells, Fox and Cordova-Cobo point, for example, to a remarkable change in attitudes in Louisville, Kentucky. In addition to Harris, Rep. Robert Scott, D-Va., is counted as both black and Asian. More than one-in-five voting members (22%) of the U.S. House of Representatives and Senate are racial or ethnic minorities, making the 116th Congress the most racially and ethnically diverse in history. 133. Armor, and H. Walberg (New York: Praeger, 2002). Framework: Teachers want students to learn, and many make an effort to be particularly responsive to racially and ethnically diverse students. In Brooklyn, New York, for instance, a growing number of communities that were, only ten years ago, almost entirely minority and low-income are now becoming (or have already become) predominantly white and affluent. In fact, the emphasis in K–12 education on narrow student achievement measures has moved the entire field away from examining cultural issues related to race, ethnicity, and the social and emotional development of children.5 Given the demographic and attitudinal changes discussed above, now is the time to refocus the K–12 agenda on issues of racial, ethnic, and socioeconomic integration and the educational benefits that accrue from students learning from each other in diverse schools and classrooms. Racially Diverse Companies Outperform Industry Norms by 35%. Still, as with the higher education research, we need to more fully explore not only the what of K–12 school diversity, but also the how—how do elementary and secondary school educators create classrooms that facilitate the development of these educational benefits of diversity for all students? B. Whiting, “The Problem of the Packaged Variable,” The Developing Individual in a Changing World 1, (1976): 303–09, https://www.researchgate.net/publication/247955566_The_problem_of_the_packaged_variable. S. E. Page, The Difference: How the Power of Diversity Creates Better Groups, Firms, Schools, and Societies (Princeton, NJ: Princeton University Press, 2008), http://press.princeton.edu/titles/8757.html; M. Chang, “The Educational Benefits of Sustaining Cross-Racial Interaction Among Undergraduates,” The Journal of Higher Education 77, no. Recent events across the country concerning policing and campus unrest have raised more awareness of implicit, subconscious biases and how they can produce discriminatory behavior. 22. Sign Up 12 (2010): 3102–138, http://eric.ed.gov/?id=EJ913414. 86. Taken together, the achievement gaps between students of different races in these regional, interdistrict magnet schools are significantly smaller than the state overall.44. 1 (March 2012): 65-84, https://libres.uncg.edu/ir/uncg/f/J_Cooper_Toward_2012.pdf. An ethnic group refers to people who identify with each other based on a common ancestry or genealogy. One such example is the interdistrict magnet schools described in greater Hartford which were created by a Connecticut State Supreme Court ruling in 1996 holding that the racial and class segregation in the region’s twenty-two school districts denied students the equal educational opportunity put forth in the state’s constitution. 117. Indeed, it is increasingly clear that contemporary urban and suburban communities each contain pockets of both poverty and affluence, often functioning as racially and ethnically distinct spaces. 15. Much like higher education’s shift in focus from questions of “why” to “how” university faculty can foster the educational benefits of diversity within racially and ethnically diverse classrooms, the K–12 research on school desegregation had also started to shift focus from student outcomes to exploring within-school segregation and the curriculum and teaching issues related to racially and ethnically diverse schools.68 It was trying to understand the “how” as well. Schools and communities on the front lines of demographic change face significant obstacles to realizing the sort of educational benefits of diversity that can help us all understand and appreciate differences. 175. For instance, we know that diverse classrooms, in which students learn cooperatively alongside those whose perspectives and backgrounds are different from their own, are beneficial to all students, including middle-class white students, because they promote creativity, motivation, deeper learning, critical thinking, and problem-solving skills.57 These skills that students gain from diverse learning environments are in line with what policy-makers say should be among the primary focuses of K–12 education.58 They are also skills that are highly desired by employers.59, In addition, there is a pedagogical value inherent in having multiple vantage points represented in classrooms to help all students think critically about their own views and to develop greater tolerance for different ways of understanding issues. The wording of this question, which is the only one that has remained nearly identical, allows for a comparison in responses that would not have been possible otherwise. 82. We are on the front lines of those working for the rights of Blacks, Latinos/as, Asians and Pacific Islanders, Native Americans, Muslims, immigrants, and refugees. D. Massey et al., “The Effect of Childhood Segregation on Minority Academic Performance at Selective Colleges.”. If our demographic destiny, solid research evidence, employers’ demands, and the U.S. Supreme Court do not provide policy makers with enough incentive to promote racial and ethnic diversity in our K–12 educational system, then changing racial attitudes should. 33. 159. Her recent projects have explored race/ethnicity curriculum in higher education, sustaining racially diverse schools, and the impact of gentrification on New York City public schools. A. S. Wells, “The ‘Consequences’ of School Desegregation and the Rationale,” Hastings Constitutional Law Quarterly 28, no. 71. The lack of admissions requirements is particularly important when the academic achievement of students outlined in previous sections is reviewed. In other suburbs, further from the New York City boundary, the white, non-Hispanic population has stabilized at about 50 percent. The unfortunate reality is that even for parents who prefer diverse schools, these structural challenges make finding and choosing these schools very difficult.153 One upper-middle- class parent we interviewed in our study of segregation across school district boundaries on Long Island noted that even when you want to place your children in racially, ethnically, and culturally diverse public schools, when your choices of schools are all segregated, you choose segregated schools whether you want it or not.154, This parent, and millions like him, know intuitively that educating children in racially segregated schools does not prepare them for living and working in the increasingly diverse society in which they will become adults. “Brief of Fortune-11 and Other Leading American Businesses as amici curiae in Support of Respondents in Fisher v. University of Texas at Austin,” November 2, 2015, https://www.utexas.edu/vp/irla/Documents/ACR%20Fortune%20100%20and%20Other%20Leading%20American%20Businesses.pdf. focusing state policy on student performance might simply concentrate high-achieving students in a few schools, thereby aggravating current disparities in the racial and socioeconomic composition of schools. Vermont is the third-least diverse U.S. state, ranking 48th for Cultural Diversity and 47th for Religious Diversity. Similarly, since white students in particular have been shown to benefit from racially and ethnically diverse learning contexts because the presence of students of color stimulates an increase in the complexity with which white students approach a given issue through the inclusion of different and divergent perspectives, this would most likely hold true if tested in a high school, discussion-based classroom. A. S. Wells et al.,“Divided We Fall.”. J. E. Helms, “Why is There No Study of Cultural Equivalence in Standardized Cognitive Ability?” American Psychologist 47, no. N. F. P. Gilfoyle, “Brief of amici curiae: The American Psychological Association in Support of Respondents in Fisher v. University of Texas at Austin,” November 2, 2015, http://www.scotusblog.com/wp-content/uploads/2015/11/14-981bsacAmericanPsychologicalAssociation.pdf; “Brief of The American Educational Research Association, et.al. ; Lloyd M. Johnson Jr. E. Frankenberg and G. Orfield, ed., The Resegregation of Suburban Schools: A Hidden Crisis in American Education (Cambridge, MA: Harvard Education Press, 2012), http://hepg.org/hep-home/books/the-resegregation-of-suburban-schools_168; A. S. Wells et al., “Divided We Fall.”, 128. This article contains lists of countries ranked by ethnic and cultural diversity level.. A noteworthy demographic dynamic is making the young post-millennial generation more racially diverse – the absolute decline in the number of white children (persons under age 18). However, it is important to note that no student is admitted on the basis of their race or ethnicity to meet these requirements. 16. Leadership. C. Clotfelter, After Brown: The Rise and Retreat of School Desegregation (Princeton, NJ: Princeton University Press, 2004), http://press.princeton.edu/titles/7768.html; G. Orfield and C. Lee, “Racial Transformation and the Changing Nature of Segregation,” The Civil Rights Project, Harvard University, January 2006; http://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/racial-transformation-and-the-changing-nature-of-segregation/orfield-racial-transformation-2006.pdf. 13. Massachusetts's 7th congressional district is a congressional district located in eastern Massachusetts, including roughly three-fourths of the city of Boston and a few of its northern and southern suburbs. It can be provided along with curative treatment. A workforce trained in a diverse environment is critical to their business success. 127. As you can see, none of the entity types indicated here are representative yet in terms of ethnically diverse attendance. 8. M. Baker, “North Carolina School Board Debate Over Potential Resegregation Sparks Fiery Protests,” Huffington Post, July 21, 2010, http://www.huffingtonpost.com/2010/07/21/north-carolina-school-boa_n_653935.html. For instance, a 1995 review of public opinion on school desegregation found Americans increasingly in favor of desegregation. Families rebelled. R. G. Tharp, “Research Knowledge and Policy Issues in Cultural Diversity and Education,” Language and Learning: Educating Linguistically Diverse Students, (1994): 129–67, https://books.google.com/books?hl=en&lr=&id=AAUm4fb8VxUC&oi=fnd&pg=PA129&dq=Research+Knowledge+and+Policy+Issues+in+Cultural+Diversity+and+Education&ots=UTLlvx2U4Q&sig=xLufLjIPy-Tx4nOW2oi0Yo_EjUk#v=onepage&q=Research%20Knowledge%20and%20Policy%20Issues%20in%20Cultural%20Diversity%20and%20Education&f=false; B. Papua New Guinea. 10. A growing number of parents, university officials, and employers want our elementary and secondary schools to better prepare students for our increasingly racially and ethnically diverse society and the global economy. A. There are thousands of ethnic groups in the country, each with their languages and customs. If all we value about education can be illustrated in a few numbers, then these recent policy developments are acceptable—good even. T H E D A T A B A S E. The Chicago Face Database was developed at the University of Chicago by Debbie S. Ma, Joshua Correll, and Bernd Wittenbrink. A rise in support started in the late 1970s and accelerated in the 1990s. “We know there is an opportunity to improve representation within architecture, and Next to Lead is one way we are working to make that happen.” Next to Lead is a pilot program designed and developed to build a base of future AIA women … 48. Four senators are Hispanic, three are Asian and three are black. 97. It showed that while racial segregation and isolation can perpetuate racial fear, prejudice, and stereotypes, intergroup contact and critical cross-racial dialogue can help to ameliorate these problems.65 More recently, attention has pointed to the role that diverse schools play in preparing students to live in a multicultural society—particularly in terms of promoting interracial understanding and comfort, friendship building, and fostering civic and democratic engagement.66 Further, a longitudinal study on the link between K–12 and post-secondary exposure to diverse learning environments showed that the positive relationship between diversity in higher education and outcomes related to satisfaction, well-being, and racial attitudes are stronger among students who had already had more experiences with diverse learning environments before college.67. 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