As Kahlenberg wrote, "Racial integration is a very important aim, but if one's goal is boosting academic achievement, what really matters is economic integration."9 He cites studies of the Programme for International Student Assessment testing data that find a very strong relationship between a school's socioeconomic composition and test scores, leading other education researchers to endorse socioeconomic integration as a policy that reduces achievement gaps.10.
Its switch to economic integration in 2001 was influenced by various court decisions that disallowed the use of race in student assignment-namely, Tuttle v. Arlington County School Board in 1999, Eisenberg v. Montgomery County Public Schools in 1998, and a district court decision for CMS in 1999.14 Moreover, Wake County was influenced by writings such as those mentioned above that claim that economic integration improves achievement for low-income and minority students.
The new board promptly voted to stop the controlled-choice economic integration plan, and the district returned to neighborhood-based school assignment with voluntary magnet schools.
The most recent large school district to experiment with an economic integration plan is Charlotte-Mecklenburg Schools.
Controlled choice for economic integration is still in use in Cambridge, Massachusetts, a smaller school district with about 6,000 students, where the policy is not controversial.
For larger school districts it is clear from the cases reviewed here that controlled choice for economic integration is not working as intended.
To be clear, I do not oppose voluntary economic integration programs, where both low- and higher-income parents may come together in a magnet school or another school of choice.
https://www.cato.org/publications/policy-analysis/problems-economic-integration-controlled-choice
Its switch to economic integration in 2001 was influenced by various court decisions that disallowed the use of race in student assignment-namely, Tuttle v. Arlington County School Board in 1999, Eisenberg v. Montgomery County Public Schools in 1998, and a district court decision for CMS in 1999.14 Moreover, Wake County was influenced by writings such as those mentioned above that claim that economic integration improves achievement for low-income and minority students.
The new board promptly voted to stop the controlled-choice economic integration plan, and the district returned to neighborhood-based school assignment with voluntary magnet schools.
The most recent large school district to experiment with an economic integration plan is Charlotte-Mecklenburg Schools.
Controlled choice for economic integration is still in use in Cambridge, Massachusetts, a smaller school district with about 6,000 students, where the policy is not controversial.
For larger school districts it is clear from the cases reviewed here that controlled choice for economic integration is not working as intended.
To be clear, I do not oppose voluntary economic integration programs, where both low- and higher-income parents may come together in a magnet school or another school of choice.
https://www.cato.org/publications/policy-analysis/problems-economic-integration-controlled-choice
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