“Minneapolis also operated an aggressive school desegregation plan…This new approach focused more on improving segregated schools than eliminating them, and uplifting impoverished neighborhoods without directly addressing the region’s racialized living patterns. “
“The Rust Belt city of Rochester in upstate New York has the most economically segregating school district border in the country, walling off the high-poverty education system from its affluent neighbors next door, according to a new report.”
Facit: “Given local demographics and finite available resources, desegregating schools and reversing the insidious effects of concentrated poverty in Rochester schools require a broad-based, community-wide response. For example, collaborations between city and suburban school districts can lead to a network of evidence-based, cross-district, socioeconomically-diverse magnet schools.”
On June 25th, Democratic voters in the City of Rochester will choose the four candidates who will appear on the Democratic Party line in the November election for the Rochester Board of Education.
Great Schools for All (GS4A) does not support specific candidates, but urges voters to designate candidates who are collaborative in their approach and supportive of cross-district, socio-economically balanced schools so that more students and families have access to academic and social success.
If our community intends to move forward to deconcentrate poverty in schools, electing school commissioners who are willing to show leadership for systemic change is essential. Candidate information is available at City Newspaper
With the large field of candidates this year, it is especially important for voters to educate themselves about issues and positions. And, most important, to vote on June 25th.
On May 13, the Rochester Beacon hosted an education forum on the future of city schools, with a keynote address by former Newark, New Jersey, superintendent Christopher Cerf.
Two panels of local experts followed Cerf’s presentation. The first panel reacted to Cerf’s address; the second offered specific ideas for reforming Rochester schools. On that second panel was Don Pryor, of the Great Schools Strategy Team. His powerpoint presentation is at the top right side of this homepage.
Video of both panels can be found at the link above.
Below is an excerpt from a Democrat and Chronicle editorial that first appeared on May 31. The editorial urges the state legislature to approve a temporary takeover of the Rochester City School District—the first time the paper has made this call.
The full editorial and a video message from Mayor Lovely Warren can be found here.
We call on New York State Assembly Members Harry Bronson, David Gantt and Jamie Romeo; New York State Senators Rich Funke, Joe Robach and Michael Ranzenhofer; all other elected state representatives from our region; and Gov. Andrew Cuomo to recognize their opportunity to create a life-changing legacy.
We call on them to support Mayor Lovely Warren, whom an overwhelming majority of city voters chose to represent them, in her call for state takeover of the Rochester City School District.
At this moment in time, only our elected state legislators have the power to disrupt our education system. Only they hold the legislative authority and moral obligation to begin the reform that is long overdue. Only they can start to change a broken structure that cannot change itself. If they do not act now, they are failing Rochester’s children.They are also failing our entire community, perhaps for generations to come.
They must pass legislation to replace the Rochester City School Board with an appointed board. Those who claim this will rob city residents of their right to select school leaders are not facing reality. Most city residents have voluntarily given up this privilege already. Voter turnout for school board elections hovers around 10 percent, and campaigns are heavily influenced by unions. City residents do not show up for school board elections because they do not believe their votes will change anything, asdecades of experience have taught them. A democracy does not work when there is no positive outcome for those who participate in it.
As part of its ongoing “Time to Educate” series, the Democrat and Chronicleand staff writer Erica Bryant, reported (October 28) on the time-tested benefits of socioeconomically diverse schools: a sharp improvement in academic achievement and graduation rates for low-income students who typically struggle in high-poverty segregated urban schools.
In November, Dr. Jaime Aquino, the “Distinguished Educator” appointed to review the state of the Rochester City School District, released a report describing a district that is so broken—administratively, fiscally, academically and operationally—that it is hard to see a path toward educational success for city students that does not involve the entire Rochester community. The city and school district do not have the wherewithal to right this ship on their own.
If ever there were a time to think in new ways, it is now. Now is the time for the state Education Department and the Regents, along with all school districts in Monroe County to commit to collaborating on schools that will improve the lives of all children in our community.
For five years, Great Schools for All has championed a network of magnet schools that could appeal to families from city and suburban districts. Enrollment at these schools, primary and secondary, would be voluntary, but the schools would offer a theme-based curriculum no one district could afford—from performing arts to culinary arts, foreign language, leadership,
public safety, health careers, science and technology.
We have proposed that each of these schools be jointly administered by two or more school districts and would use existing building space when possible and share staff and other resources.
Each school would be intentionally diverse. The best evidence suggests that schools should have a healthy mix of low-income and middle class students—large enough populations that students do not become isolated or marginalized and large enough that students can benefit from the collective experiences and wisdom of students who are different from themselves. In Raleigh, N.C., and other cities with diverse schools, the goal has been to limit the number of low-income students in each school to between 40 and 50 percent of the student body. But the formula is not magic; larger or smaller percentages can work as well.
The Democratrightly pointed out that two out of three state-funded socioeconomic integration demonstration projects in Rochester failed three years ago to attract suburban students. But the state has launched a more comprehensive effort this year to help districts, including Rochester, to reap the benefits of diverse schools, citing the state Board of Regents’ recent support for racial and socioeconomic integration as critical to improved outcomes. The state Education Department has even suggested interdistrict partnerships as one path forward.
At Great Schools, we are encouraged by these signs. But the very mention of the words “diversity” or “integration” always leads to skeptical questions that cry out for a response.
Why would parents send their children from academically successful suburban schools to low-performing city schools?
They wouldn’t. But no one is asking them to do so. The schools we’ve proposed would be new schools, located across the county, and carefully designed.
A 2016 survey of city and suburban parents commissioned by Great Schools found that 83 percent of city and suburban parents want diverse schools for their children because they better reflect the real world. Eighty-three percent of city parents and 70 percent of suburban parents say they would consider sending their children out of district to a diverse school.
Aren’t you really saying that poor children, or African-American or Hispanic children, just can’t learn?
Not at all. We’re talking about improving odds of success for the children most likely to fail—those in high poverty schools. You don’t need to look to North Carolina for evidence. Two years ago, Great Schools pulled some state data on graduation rates for low-income students in Monroe County. In the city, 91 percent of students were low-income and 48 percent of those young people graduated after four years. In East Irondequoit, 56 percent of students were economically disadvantaged and yet 84 graduated on time; in Rush-Henrietta, the numbers were 39 percent and 86 percent.
When you lower the concentrationof poverty in a school, the outcomes improve. Dramatically.
It can’t be that simple.
It’s not. Making diverse schools successful is hard work. The program must be carefully planned and evidence-based. Schools must build real communities that give every student and every family a voice, and productive interaction must be a part of the daily routine. Minority teachers must be recruited and each school must value understanding and appreciation for the differences that make us so strong together. Great Schools can identify experts from integrated school systems who could help plan new schools for Monroe County.
This is pie in the sky. Can’t we just better fund the poorest schools?
As New York Times Magazinereporter Nikole Hannah-Jones, an expert on school integration, puts it: Yes, funding is important, but the history of public education in America is that the money flows disproportionately to the whitest and most affluent communities. The only way to be sure low-income children have access to well-funded schools is to make public schools truly public—that is accessible to children without regard to family income or Zip Code.
Moreover, Hannah-Jones says, “there are intangible things that you lose when you’re in a segregated entirely poor school. And one of those things is that by being isolated from the language and the culture of those who run your country, who will run the businesses that you may want to work for, you can’t make up for that isolation by throwing more dollars and getting better textbooks.”
The biggest obstacle to diverse schools in New York is our system of school districts that isolate economically disadvantaged and minority children from those who are more affluent.
Great Schools has never proposed a countywide school district, which would seem to require a change in the state constitution and a change in the political will of most New Yorkers.
The most direct way to achieve school diversity in Monroe County is for city and suburban districts to collaborate, to open new schools together. As a community we have an unambiguous moral obligation to do so, but no superintendent or school board has a legal obligation to make it happen.
The city school district, in one of the poorest cities in the country, cannot diversify itself. A great school for every child requires a communityeffort. That means the mayor, the county executive, and every school superintendent and school board in the county must step outside their roles, and insist that Albany give us the tools we need work across boundary lines to guarantee that every child has the education he or she deserves—and on which our future depends.
A couple of weeks ago, I listened to MSNBC host Chris Hayes’ podcast interview with Nikole Hannah-Jones, MacArthur Genius, New York Times reporter, author, expert on school integration and a Great Schools speaker last October.
It’s a long interview (roughly an hour), but NHJ makes some well known points very clear and accessible. I think in this conversation she explains the importances of integration in very simple and powerful terms.
Here are some key excerpts:
NHJ grew up in Iowa and her parents took advantage of a desegregation plan to send her to one of the whitest and richest schools in the community.
NHJ: If you want to make sure that your kid is going to have the best public school resources that can be offered, then you best go to school with a lot of white kids and a wealthy school. So that’s what parents did. All the black kids would get dropped off at the various open enrollment schools, and at the end of the day when all of the white kids who lived in the neighborhood would be playing outside and walking home, we’d be shuttled onto a bus and sent back to our side of town.
…when I talk to a lot of black folks who have gotten into whatever mainstream careers…it’s often people who went through desegregated schools. They learned to adapt to white norms, they learned to speak the “professional white language,” they learned to be comfortable in those situations, so I think for us, clearly, it was a means of being able to study what you were going to need to succeed in a white-dominated country. But it wouldn’t be easy. I think we shouldn’t expect that taking people who have been forcibly and legally separated and putting them in schools together is going to (be) magic, it’s gonna be difficult. But I think it’s worth the difficulty. We’re a multiracial democracy.
So why was this an important experience in your life?
NHJ: It allows you to relate to the experiences of others in a way that clearly you would never be able to relate. I’ve heard, since I’ve been focusing so much on school segregation, from so many white adults who …went through schools where they were not the majority and that it was transformative for them. That it just helped them to see things that they couldn’t have seen before. It made them better people they think. They also say it wasn’t easy…I think we should stop pretending that it would be, but again, we don’t say that for anything else in life. When you want to be successful, you know it’s gonna be hard. But for this, we want it to be easy because we really don’t want to do it.
Because we don’t want to actually integrate, she says, we look for other solutions to legitimize “separate but equal.”
NHJ: And this is one of the arguments that I make…(to the) common and perennial answer to segregation… “Well, we just need to fund high-poverty schools.” Well, we do, but there are intangible things that you lose when you’re in a segregated entirely poor school. And one of those things is that by being isolated from the language and the culture of those who run your country, who will run the businesses that you may want to work for, you can’t make up for that isolation by throwing more dollars and getting better textbooks.
Hayes says how important social capital is and asks NHJ if she thinks white affluent schools are better than segregated schools.
NHJ: Yes but what we fail to acknowledge (is that) what makes that school good is not the kids but the resources those kids are ensured. This was the whole reason behind school desegregation beginning when the NAACP starts to challenge school segregation in the ’40s. It was not saying there’s something remarkable about white kids that makes black kids smart. It was saying that we have been promising since Plessy v. Ferguson to make separate equal and there’s never been a single moment in time where black kids, isolated from white kids, got even close to the same resources. It literally is about needing to have proximity to get the same things. There’s just been no other way to do that.
On the issue of whether the cause of segregation is structural or the result of individual parental choice.
NHJ: I think either way. When we say, “Oh, it’s just the structure,” then we also justify individual choices, because you’re like, “I can’t solve all of school inequality in the city, so it’s okay if I put my kid in this all white, rich school, ’cause I can’t fix it all.” But at the same time, every time a white parent makes that choice collectively …you have reinforced that.
…Don’t brag to me about how proud you are to be a public school parent when your public school is 10 percent poverty and 80 percent white… We now feel like we should be able to shop for schools. Schools should have to vie for us. Our kids are no longer people who (we) are teaching to be citizens, but people who (we) are teaching to make a lot of money one day.
Hayes then says that many people agree that morally we should integrate, but since it’s not possible, we should focus on making black schools excellent.
NHJ: Yeah, I mean, I wouldn’t argue with that. Except that, they have no bit of history on their side either, right? We also have never done that ever, on scale anywhere. There’s a reason why every time you bring these issues up, people point to the same five schools, right? Or the same five charter school chains. There’s a reason for that, because it’s not scalable.
You can look at something like, Success Academy… But you look at the purge rates at that school, you look at the amount of additional fundraising they have to do, the philanthropy dollars that are coming in.
You can’t scale that across an entire city. You can’t scale that across an entire country. So, I don’t think that there is something inherently bad about an all black learning environment. You can go to all black countries right now and there are excellent schools, but we’re not in that context.
We are in a context built on white supremacy. We are in a context where having all black environments means those schools and environments will be starved of resources, as they have been in every community in our country…I still don’t think you can ever make the schools equal for the reasons that I already pointed out, but…show me the example of where we scaled it and I’ll shut up.
In case you missed this piece in this week’s City newspaper (July 24, 2018), have a look. Editor Mary Anna Towler again underscores the need to address the high concentration of poverty in Rochester city schools—and urges readers to join with us.
We’ve been a little quiet here for a few months, but GS4A has not gone dark. To the contrary, we’ve been working quietly behind the scenes to support the RCSD’s call for two interdistirct schools as proposed in the Path Forward report, which outlines an ambitious agenda for improvement. More soon.
Not surprisingly, the state’s education commissioner is sending someone else to try to help the Rochester school district turn things around.
But let me just repeat the Great Obvious Fact:
…Through all these studies, through all the new school superintendents and new school board members and new ideas, two things have been constant: Rochester’s poverty rate has increased. And the performance of the school district’s children has dropped.
From time to time we’ll use this blog space to answer questions that have come to us. This one was submitted at last October’s Nikole Hannah-Jones lecture, but was not answered that night.
Often the people working on education justice issues are white, or at least they have the most clout and loudest voices, these are liberal white groups. What are your thoughts on uplifting the voices of black parents and black residents?
Mark Hare is a member of the GS4A leadership team
Great Schools for All is keenly (painfully, even embarrassingly) aware that we are older and whiter than we would like to be as an organization. We are nowhere nearly as diverse as the schools we propose.
This is a key question we’re focused on this year in a number of new ways. Please, let us know your suggestions for people we should talk to or organizations we should partner with. You can reach us at email@example.com.
Here are some of our plans for 2018:
Our new Community Engagement team is planning listening sessions in a variety of places with very different audiences.
We’ll be meeting soon with several “community stakeholders” who attended the Nikole Hannah-Jones event and expressed willingness to help us refine our message and strategy.
Similarly, we’ll meet with African-American leaders who will help us connect to parents and residents whose voices we need to hear.
We’re also hoping to encourage interested groups to begin offering magnet school design ideas that would make our goals a little more tangible.
There are many reasons (not excuses) why we are not as diverse as we’d like. In part, I think, we’ve experienced the effects of the segregation that is so real in our community, not just in our schools. We live in our own bubbles with too little interaction with people not like ourselves. We don’t fully understand each other because our paths rarely cross and because we struggle to make the connections and have the conversations we need.
Again, that’s not an excuse, just an observation.
As the questioner suggests, it is critical that we hear and empower the “voices of black parents and black residents.”
At GS4A we often hear from African-Americans (and others) that our proposal is naïve and elitist. America, and Rochester, these folks say, is not interested in ending segregation. We never even discuss it; instead, we’ve all made our peace with segregation. Shameful, but true.
Better, these critics say, that we advocate changes that can improve education for the poorest kids right now—not sometime in the distant future. That means more money for the poorest schools. It could mean longer school days, outreach to parents, a more culturally responsive curriculum, recruiting more minority teachers and bringing a whole range of community services into our schools—medical and dental care, for example, that can improve the health of the entire neighborhood.
Of course, we support all of those things. We support anything that improves the educational experience of poor kids. We know that education is far more relational that many people think. A gifted teacher or principal—who also cares deeply and personally for students—can transform a child’s life.
We know, not just from common sense, but from the accumulated evidence amassed by scholars, that minority teachers can radically alter the educational path of poor black students. It just makes sense to provide incentives to draw more young men and women of color into teaching and to hire them ASAP.
We know, too, that calls for integration can be heard as a belief that poor and minority students can’t learn unless they sit next to white affluent children. That’s not at all what we believe, but the offensive and mistaken notion—that black children will only learn when they are in white classrooms—did not come from nowhere. It is baked into the language used to discuss integration, and is rooted in the Supreme Court’s 1954 Brown v. Board of Education decision, which ruled that there is no such thing as “separate but equal” education.
The court went well beyond granting the plaintiffs’ demands. Oliver and Leola Brown joined the NAACP lawsuit against the Topeka, Kansas, board of education when they were denied (because of their race) the opportunity to transfer their daughter Linda from an all-black school that was several blocks from their home to a predominantly white school one block away. They felt the black school was too far for Linda to walk when it was cold, snowing or raining. They were not unhappy with her school.
In his podcast, Revisionist History(Season 2 episode, “Miss Buchanan’s Period of Adjustment”), author Malcolm Gladwell included clips from an archival interview with Leola Brown. “We were getting a quality education at Monroe (the black school)…We had fantastic teachers,” she says. “It was more like an extended family. They took an interest in you.”
But the court did more than agree with the Browns, Gladwell says. The decision said, “segregation with the sanction of law has a tendency to retard the educational and mental development of Negro children.” That sounds to Gladwell (and many others) like the court concluded that black children are inevitably scarred for life in black schools and that only by moving to white schools can they avoid psychological damage.
Segregation is wrong, but not because black children cannot learn without white children next to them. It would have been better and more accurate, Gladwell says, if the court had said instead: “Schools are the places where people make the connections that allow them to get ahead in the world. You cannot lock black people out of the place where social power and opportunity reside.”
We agree with Gladwell. That’s the point. And we’ve made integration (socioeconomic diversity) our prime directive, not because none of the other strategies we’ve mentioned is of value, but because the evidence shows that economic and racial diversity can dramatically change the equation—and represents the most effective and least costly way to improve the odds for the kids most at risk of not graduating.
We formed Great Schools to be sure that diverse schools—and all the advantages they portend for us—are on the table. We believe that, even though integrated schools sometimes feels like an impossible goal, that the goal is within reach. Our role is to keep it front and center.