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It frames the problem with evidence on income and racial segregation, achievement gaps, school-level poverty, and barriers faced in high-poverty schools. The guide then presents case profiles of specific districts, detailing integration plan components, implementation strategies, monitoring practices, community responses, and observed impacts. It also clarifies funding context and provides references for further study.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/equitable-access-case-studies-on-reducing-racial-isolation-through-socioeconomic-integration/582860/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/equitable-access-case-studies-on-reducing-racial-isolation-through-socioeconomic-integration/582860.png","ImageObject",300,407,{"name":92,"@type":93},"Rhys","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-15","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What issue does Equitable Access focus on?","Question",{"text":113,"@type":114},"It focuses on reducing racial isolation in public schools through socioeconomic integration, especially in contexts shaped by segregation and inequities.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What types of integration options are described for school districts?",{"text":118,"@type":114},"The guide outlines integration options such as rezoning/re-districting and equitable or controlled choice approaches.",{"name":120,"@type":111,"acceptedAnswer":121},"Which districts are included in the case profiles?",{"text":122,"@type":114},"The document profiles Charlotte-Mecklenburg Schools, District 15 in New York City, San Antonio Independent School District, and Jefferson County Public Schools.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},582860,1792061962,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","About MAEC  \nMAEC is an education non-profit dedicated to increasing access to a high-quality education for racially, culturally, linguistically, and economically diverse learners. We work to promote excellence and equity in education to achieve social justice.  \nAbout CEE  \nMAEC established the Center for Education Equity (CEE) to address problems in public schools caused by segregation and inequities. As the Region I equity assistance center, CEE works to improve and sustain the systemic capacity of public education to increase outcomes for students regardless of race, gender, religion, and national origin. CEE is funded by the US Department of Education under Title IV of the Civil Rights Act of 1964.  \nAuthorship  \nThis publication was developed by the Center for Education Equity at MAEC through a partnership between MAEC and AIR. Writers and developers of the materials were:  \n• Robyn Madison-Harris | Senior Technical Assistance Consultant  \n• Vanessa Coleman | Director, Center for Education Research and Innovation, SRI International  \n• Cora Goldston | Communications Specialist  \n• Martha Ramirez | Administrative Assistant  \nDisclaimer  \nMAEC is committed to the sharing of information regarding issues of equity in education. The contents of this guide were developed under a grant from the U.S. Department of Education. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the federal government.  \n© 2022 Mid-Atlantic Equity Consortium, Inc. All rights reserved.  \nSuggested citation: Mid-Atlantic Equity Consortium, Inc. (2022) . Equitable Access: Case studies on reducing racial isolation through  \nsocioeconomic integration. Bethesda, MD. Edition: September 2022  \nTable of Contents  \nIntroduction 1  \nIntegration options for school districts 2  \nRezoning/Re-districting 2  \nEquitable or Controlled Choice 2  \nAbout the profiles 3  \nProfile 1: Charlotte-Mecklenburg Schools 4  \nBackground 4  \nThe Charlotte-Mecklenburg Schools’ integration plan 4  \nImplementation strategy 4  \nMonitoring 4  \nCommunity response 4  \nImpact 5  \nProfile 2: District 15, New York City 6  \nBackground 6  \nDistrict 15’s integration plan 6  \nImplementation strategy 7  \nMonitoring 8  \nCommunity response 8  \nImpact 8  \nProfile 3: San Antonio Independent School District 9  \nBackground 9  \nSan Antonio Independent School District’s integration plan 9  \nImplementation strategy 9  \nMonitoring 10  \nCommunity response 10  \nImpact 10  \nProfile 4: Jefferson County Public Schools 11  \nBackground 11  \nJefferson County Public Schools’ integration plan 11  \nImplementation strategy 11  \nMonitoring 12  \nCommunity response 12  \nImpact 12  \nReferences 13  \nIntroduction  \nA 2016 study by Owens, Reardon, and Jencks found a 40% increase in income segregation among students in public education from 1991 to 2012. Their research also found significant achievement gaps between Black and Latinx students and their White peers and between students from low-income and more affluent households. School-level poverty is an indicator of the quality of schooling a student will receive. A report by the Government Accountability Office stated that in 2013–14, more than one in six students in the United States attended segregated schools where most of their schoolmates were also living in poverty and were Black or Latinx.  \nSchools with the majority of their student populations consisting of students living in high poverty and those where the majority are students of color tend to face similar challenges. Douglas Harris explains in his 2006 report that only 1.1% of high-poverty schools consistently were high-performing compared to 24.2% of low-poverty schools. Students in high-poverty schools are more likely to be taught by early career teachers, have less access to academic supports and critical classes for college readiness, fewer college counselors, and experience less rigor and expectation for student growth. ","cbCaiiKeJIybJjQX","https://ap.wps.com/l/cbCaiiKeJIybJjQX","pdf",4699728,21,"English","# Introduction\n# Integration options for school districts\n## Rezoning/Re-districting\n## Equitable or Controlled Choice\n# About the profiles\n# Profile 1: Charlotte-Mecklenburg Schools\n## Background\n## The Charlotte-Mecklenburg Schools’ integration plan\n## Implementation strategy\n## Monitoring\n## Community response\n## Impact\n# Profile 2: District 15, New York City\n## Background\n## District 15’s integration plan\n## Implementation strategy\n## Monitoring\n## Community response\n## Impact\n# Profile 3: San Antonio Independent School District\n## Background\n## San Antonio Independent School District’s integration plan\n## Implementation strategy\n## Monitoring\n## Community response\n## Impact\n# Profile 4: Jefferson County Public Schools\n## Background\n## Jefferson County Public Schools’ integration plan\n## Implementation strategy\n## Monitoring\n## Community response\n## Impact\n# References","[{\"question\":\"What issue does Equitable Access focus on?\",\"answer\":\"It focuses on reducing racial isolation in public schools through socioeconomic integration, especially in contexts shaped by segregation and inequities.\"},{\"question\":\"What types of integration options are described for school districts?\",\"answer\":\"The guide outlines integration options such as rezoning/re-districting and equitable or controlled choice approaches.\"},{\"question\":\"Which districts are included in the case profiles?\",\"answer\":\"The document profiles Charlotte-Mecklenburg Schools, District 15 in New York City, San Antonio Independent School District, and Jefferson County Public Schools.\"}]","Equitable Access - Case studies on reducing racial isolation through socioeconomic integration | PDF",1792044696,53]