Using Socioeconomic Status for School Integration – Podcast Episode 172 | Classnotes Podcast 172
Classnotes Podcast (May 30, 2017) There is no doubt that diverse classrooms have significant benefits for students both socially and academically, while segregated learning settings are not just benign but detrimental to students and their communities. School integration, then, is critical. Regrettably, many schools across the country have re-segregated along racial and ethnic lines. David Hinojosa, J.D., director of the federally-funded IDRA EAC-South, discusses how some school districts in the South have turned to using students’ socioeconomic backgrounds to help integrate schools.
David is interviewed by Hector Bojorquez, associate director of the IDRA EAC-South.
Show length: 13:59
Send comments to firstname.lastname@example.org
Using Socioeconomic Indicators as a Tool for School Diversity and Integration
by David Hinojosa, J.D., and Erica Frankenberg, Ed.D., IDRA Newsletter, April 2017
A New Wave of School Integration: Districts and Charters Pursuing Socioeconomic Diversity
by H. Potter & K. Quick, E. Davies, 2016
The Complementary Benefits of Racial and Socioeconomic Diversity in Schools
by J. Ayscue & E. Frankenberg, G. Seigel-Hawley, March 2017, National Coalition on School Diversity
The Problem We All Live With, This American Life
“Right now, all sorts of people are trying to rethink and reinvent education, to get poor minority kids performing as well as white kids. But there’s one thing nobody tries anymore, despite lots of evidence that it works: desegregation. Nikole Hannah-Jones looks at a district that, not long ago, accidentally launched a desegregation program.”
We welcome your comments and questions to the podcast. Send an e-mail to email@example.com.
Listen to every episode!
To ensure you don’t miss a single episode of IDRA Classnotes, subscribe to the podcast in iTunes, (download iTunes free if you don’t have it) or sign up to receive an e-mail alert as soon as a new show is published.