Integration as an Education Reform?

First, an update on the Baltimore County School Board elections. The following individuals were elected to the Baltimore County School Board for the first time in history: District 1-Lisa A. Mack; District 2-Cheryl E. Pasteur; District 3-Katheleen Causey (who was originally nominated); District 4-Makeda Scott; District 5-Julie C. Henn (also originally nominated); District 6-Lily Rowe; and District 7-Rod McMillan. There is not a lot of information available about these individual’s priorities as newly elected board members, but time will tell what issues they choose to take on. One if the imminent tasks the board faces is finding a permanent superintendent by July 1^st. The newly elected board will meet for the first time in early December.

Next, a look at segregation in Baltimore County and why it is still an issue when looking at education reform. Schools are often tied to neighborhoods, and neighborhoods are defined by many things, one of which is the housing market. When school zone lines are re-drawn, they are often tied to housing. Historically, schools have been used as tools to reinforce segregation. Citylab presents a fascinating history of segregation in Baltimore here.

People often buy housing that is associated with “good schools”, and when their “good schools” are threatened, people fight back by moving or redrawing school zone lines. “Good schools” are often synonymous with “white schools” or “middle/upper-class” schools. White middle-class families often feel threatened by “safety” issues that poor students of color supposedly present, while thinking of what will give their own kids the best possible educational opportunities.

Integration as an education reform to close achievement gaps has been brought up by multiple Baltimore County stakeholders such as teachers, parents, and former Superintendent Dallas Dance in the past few years but has hit a dead end when the issue reaches the County Council. Even former County Executive Kevin Kamenetz promoted anti-segregation housing policy. A look inside BCPS schools will reflect the diversity of the rapidly changing district.

As recently as 1980 BCPS schools were 90% white; they are projected to be majority-minority by 2030. However, segregation in Baltimore County doesn’t come close to its neighbor, Baltimore City Public Schools. BCPSS is more hyper-segregated than ever, serving over 90% African American students. The only way for districts to integrate is to work together, but there hasn’t been enough political momentum to result in partnerships. Integration in terms of race has essentially ended partially due to a 2007 Supreme Court case, but integration of socio-economic statuses is an education reform that a few brave school districts are looking at.

Dallas Independent School district has faced de-segregation obstacles like many other major US cities. DISD is 95% African American, Latinx, and other groups of color, as well as majority low-income. In the 1970’s when desegregation first occurred, DISD was 60% white and more affluent. Latinx and Hispanic students have flooded into DISD, while many white students are enrolled in private schools. Michael Hinojosa has been pushing the idea of more magnet and special schools to draw in more affluent suburbanite children. Some of these schools are called “transformational” or “innovation” schools. These efforts have had mixed results, but they could be considered a step or attempt towards integration by socio-economic status. A similar plan has also been implemented in Hartford, CT.

Integration has been shown to benefit all kids. It is ultimately people’s own biases that get in the way of progress.  

A few more links to check out:

https://www.baltimoresun.com/news/opinion/editorial/bs-ed-county-segregation-20170320-story.html

https://www.publicschoolreview.com/blog/continued-segregation-in-dallas-schools-puts-minorities-at-risk

http://www.keranews.org/post/dallas-history-school-desegregation