Wednesday, June 22, 2016
Monday, June 13, 2016
Integration was transformative for my husband and me. Yet the idea of placing our daughter in one of the small number of integrated schools troubled me. These schools are disproportionately white and serve the middle and upper middle classes, with a smattering of poor black and Latino students to create “diversity.”
In a city where white children are only 15 percent of the more than one million public-school students, half of them are clustered in just 11 percent of the schools, which not coincidentally include many of the city’s top performers. Part of what makes those schools desirable to white parents, aside from the academics, is that they have some students of color, but not too many. This carefully curated integration, the kind that allows many white parents to boast that their children’s public schools look like the United Nations, comes at a steep cost for the rest of the city’s black and Latino children. Read More
It started as a fairly simple proposition: There were two schools on the Upper West Side of Manhattan, one overcrowded, the other underused. The city’s Education Department proposed to redraw the schools’ attendance zone so that some blocks assigned to the crowded school would be shifted to the emptier one.
But while most of the children at the crowded school, Public School 199, are middle class and white, most of the children at the other school, P.S. 191, are poor, and black or Hispanic. Read More