Though there are practical barriers to school integration, it’s not an unreachable ideal.
Only a few years ago, school desegregation was a topic confined to history books—a tumultuous chapter of the civil rights era, starting with Brown v. Board of Education and ending, ignominiously, with the backlash of white parents in the 1980s and ‘90s. But over the past three years, thanks to the renewed efforts of advocates and researchers, a surprising resurgence has taken shape. Authors and activists are once again highlighting America’s failure to successfully integrate its schools as a root cause of educational inequality and a driving force behind the nation’s persistent racial divides.
As concerns over unresolved segregation have picked up steam, so too has recognition of the hard practical obstacles to educational integration. Is desegregation a feasible goal? Even some self-described integrationists voice skepticism—potentially slowing, or even derailing, momentum for integrated schools. History threatens to repeat itself, with frustrated advocates accepting segregation as inevitable and refocusing, as many did in the ‘90s, only on providing better education in racially isolated environments. But this would be a mistake.
No obstacle to school desegregation is greater, or has been more frequently cited, than racially divided housing patterns. The basic issue is simple: Segregated neighborhoods tend to produce segregated schools. If most of a school district’s population is black or Hispanic, most of its schools probably will be too.
This relationship between school and housing segregation has long been the bugbear of integration efforts, though for slightly different reasons than today. During the 1970s, when courts across the country tried to dismantle segregated districts, education officials pointed to housing patterns as a reason they couldn’t be held legally responsible for the demographics of their schools. The Supreme Court agreed, in part. It called school segregation that arose out of living patterns “de facto segregation,” and argued that it represented private activity that shouldn't be corrected by government action. The role of the courts, it said, was to eliminate the effects of officially sanctioned discrimination, not to engage in racial balancing for its own sake.
But recent work has helped expose the government’s pivotal (and heretofore frequently overlooked) role in the creation of housing segregation. In 2014, as part of an explosive Atlantic cover story, Ta-Nehisi Coates traced how the government redlined black neighborhoods and denied their inhabitants good mortgages, trapping residents in place. This year, Richard Rothstein followed up on Coates’ work with The Color of Law, a book that takes aim at the myth that racialized living patterns are the result of individual choices. Instead, he shows, they are mainly the product of government policies developed to maintain the racial character of neighborhoods.
With these developments have come a subtle shift: Where housing segregation was once cited as a legal defense excusing districts from the obligation to integrate, it is now raised as a practical obstacle that makes integration impossible. Skeptics say that, until cities address their legacy of discriminatory housing, little can be done to ameliorate school segregation. This argument was notably deployed last spring, when New York City mayor Bill de Blasio suggested his options were limited on school integration, given that “we cannot change the basic reality of housing” across the city.
Undoubtedly, segregated housing complicates school integration. But residential patterns can’t become a scapegoat for racially divided education either.
For decades, school districts have exploited arguments about housing to attack court-enforced desegregation plans. Critics still maintain that any form of proactive school integration will result in white flight, intensified housing segregation, and, ultimately, greater racial isolation in schools.
Experience shows, however, that segregated neighborhoods are not inherent barriers to integrated education. Following a 1996 state supreme court decision, the racially fragmented region of Hartford, Connecticut, established a school desegregation program by funding the creation of diverse magnet schools in Hartford and expanding an interdistrict choice program in the suburbs. Today nearly half of all Hartford public school students attend integrated schools, and parents are clamoring for more.
There is no secret method of school integration that works best. Magnet schools, careful boundary drawing, even the much-maligned practice of busing students to integrated schools instead of just the closest—all seem to work under the right conditions. New York City just announced it will be launching its first-ever district-wide integration plan, using “controlled choice”—a model used in cities such as Cambridge, Massachusetts, and Champaign, Illinois, that balances racial diversity with parental preference. Families rank their top school choices and the district assigns students to schools taking those considerations into account, but also considers the demographics of each school.
And, besides, neighborhood diversity alone will not always guarantee that schools integrate. In the absence of proactive desegregation plans, it isn’t unusual to find diverse communities served by segregated schools.
Consider the school districts surrounding Minneapolis, Minnesota. Several of the city’s major first-ring suburbs have experienced a rapid demographic transition over the past few decades as the region’s non-white population has quickly grown. Over 30 years, these cities—formerly monolithically white—have become highly diverse.
But change in the cities’ schools has outpaced change in their neighborhoods, and tipped into the realm of outright segregation. In 2010, for example, 50 percent of residents in the large suburb of Brooklyn Park, Minnesota, were white, but only 26 percent of the students in its schools were white. In nearby Richfield, which is served by a citywide school district, the mismatch was even greater: The city was 63 percent white while its schools were 32 percent white.
Despite the diversity of the areas they serve, districts like Richfield’s and Brooklyn Park’s are caught in a trap: There’s little to prevent white parents, skittish about the effects of integration, from finding alternatives to their neighborhood school. In Minnesota, that means parents can always place their kids in a charter school, or move their child to a neighboring district under the state’s broad open enrollment rules.
There’s an essential lesson in the plight of these districts. Regardless of whether housing is integrated or otherwise, successful school desegregation requires a plan strong enough to discourage boundary trolling by parents. Indeed, the thing that unites the nation’s best school integration plans is a broad scope. Plans that extend across entire metropolitan regions can coordinate the activities of many different districts and prevent any area as acting as a haven for white flight.
There is no more compelling example of such a plan than Louisville, Kentucky. The Louisville region implemented a city-county school desegregation plan following a court-order in the ‘70s. Students still travel between the city proper and its suburbs to attend integrated schools with carefully drawn attendance boundaries. The system has maintained relative demographic balance for decades, even in the absence of quotas.
Of course, the road has been bumpy at times. Desegregation efforts in Louisville faced initial resistance. This is typical: Parents are deeply sensitive to changes in school policy, and adding race to the mix rarely calms things down. Very few cities, districts, or regions have attempted desegregation without some form of parental protest.
But what divides efforts that succeed from those that have failed often isn’t the presence or absence of resistance, but authorities’ patience in overcoming it. Popular dissent over desegregation, it turns out, doesn’t last forever. If changes look inevitable—and can’t be easily escaped by moving to the next town over or enrolling in a different school—parents generally come to accept them. This is what happened in Louisville: resistance gave way to acceptance and even vocal support. The district’s commitment to desegregation has survived multiple attempts to dismantle it—at the Supreme Court in 2006, and just this year in the state legislature. The plan’s resilience exists in large part because it has been embraced by the region’s parents and leaders, most of whom now believe that integration redounds to their benefit.
If anything, research suggests leaders aren’t worrying enough about effects in the other direction: Segregated schools creating segregated cities.
Last year, University of Southern California sociologist Ann Owens published a studyexamining census data from 100 major metropolitan areas across the United States. She found that large national increases in neighborhood segregation by income—20 percent from 1990 to 2010—were caused almost entirely by families with children, those seeking “good” school districts. Other studies have shown neighborhoods in cities with metropolitan-wide school integration plans are markedly less likely to become segregated over time. (Notably, Louisville’s rate of housing segregation fell more than 20 percent between 1990 and 2010.)
Not that the impact of schools on housing is any great mystery: Ask any real estate agent. It’s no coincidence that real estate services like Zillow or Redfin prominently feature metrics of school quality on their house listings—a legal gray area, since realtor discussion of neighborhood demographics is banned by the Fair Housing Act.
Even the Supreme Court’s desegregation cases, which often treated housing patterns as a fact of nature, conceded that the construction of segregated schools “may well promote segregated residential patterns which ... further lock the school system into the mold of separation of the races.”
In other words, regions that wait for diversity in neighborhoods to create diversity in schools may quickly find themselves with little of either.