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Finally, it addresses political and ideological resistance to socioeconomic integration policies.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/from-all-walks-of-life-new-hope-for-school-integration/592442/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/from-all-walks-of-life-new-hope-for-school-integration/592442.png","ImageObject",300,407,{"name":42,"@type":43},"McGucket","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the text argue is crucial for boosting academic achievement?","Question",{"text":63,"@type":64},"It argues that economic integration matters most, because research links classmates’ socioeconomic status to academic performance independently of students’ own backgrounds.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which three conditions are said to help low-income students in middle-class schools?",{"text":68,"@type":64},"The text lists engaged academic peers, a more involved parent community, and stronger teachers with higher expectations.",{"name":70,"@type":61,"acceptedAnswer":71},"What kind of resistance does the author describe over promoting socioeconomic integration?",{"text":72,"@type":64},"It describes resistance from conservatives and some liberals, including concerns about “forced busing” and political dismissal of the author as naive.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},592442,1792884882,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":112,"preview_page_count":4},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","From All Walks of Life  \nNew Hope for School Integration  \nILLUSTRAT IONS BY PAUL ZWOLAK  \nBy Richard D. Kahlenberg  \nS  \nixteen years ago—back when Bill Clinton and Bob Dole were battling for the presidency and Michelle Rhee was still a graduate student—I began researching a book suggesting that we should find creative ways to educate more  \nstudents in economically integrated school environments. It was a very old and profoundly American idea and, at the same time, novel and mostly unexplored in practice.  \nOn the one hand, the idea of economically integrated schools runs deep in American history. In 1837, Horace Mann, who famously argued that public education should be “the great equal-  \nRichard D. Kahlenberg, a senior fellow at the Century Foundation, is the author or editor of several books, including Rewarding Strivers: Helping Low-Income Students Succeed in College; Tough Liberal: Albert Shankerand the Battles Over Schools, Unions, Race, and Democracy; and All Together Now: Creating Middle-Class Schools through Public School Choice. This article is adapted with permission from the introduction to The Future of School Integration: Socioeconomic Diversity as an Education Reform Strategy, ed. Richard D. Kahlenberg (New York: Century Foundation, 2012).  \nizer,” wrote that in order to serve that role, public schools had tobe “common schools,” by which he meant institutions in which“the children of all classes, rich and poor, should partake as equally as possible in the privileges” of the enterprise.1 The idea of socioeconomic integration received a big boost more than 100 years later with the publication of the 1966 Coleman Report. Coleman’s analysis—examining 600,000 students in 4,000 schools—found that the socioeconomic status of your classmates mattereda great deal to your academic performance. The report concluded that “the social composition of the student body is more highly related to achievement, independent of the student’s own social background, than is any school factor.”2  \nOn the other hand, in 1996, when I began researching the topic of socioeconomic integration, almost no American school districts explicitly sought an economically integrated student body. Racial integration was a widely recognized goal, but racial desegregation was seen mostly as a legal remedy for the crime of de jure segregation and as a desirable social goal for society at large.  \nRacial integration is a very important aim that I fully support, but if one’s goal is boosting academic achievement, the research from Coleman (and subsequent studies) found that what really  \n2 AmERIcAN EdUcATOR | WINTER 2012–2013  \nmatters is economic integration. Indeed, UCLA professor Gary Behind, inequality in higher education (affirmative action and Orfield, a strong proponent of racial desegregation, notes that legacy preferences), and labor organizing—but socioeconomic“educational research suggests that the basic damage inflicted by school integration has been an important and consistent thread segregated education comes not from racial concentration but in my work.  \nthe concentration of children from poor families.”3 In Louisville, Over the years, I’ve been dismissed as politically naive, called Kentucky, for example, a racial integration plan produced one racist for pointing to evidence that low-income students perform school that was nicely integrated by race but was 99 percent low better in middle-class schools, and, worst of all, ignored by proincome—and struggled.4 gressive Democratic administrations, which by my lights, should  \nThe research is clear. Low-income students in middle-class get fully behind a policy showing enormous promise for lowschools (in which less than 50 percent of students are eligible for income students. In this essay, I sketch the considerable obstacles free or reduced-price lunch) are surrounded by: (1) peers who, I’ve faced in promoting socioeconomic school integration—and on average, are more academically engaged and le","cbCaibDi0tk3aYGv","https://ap.wps.com/l/cbCaibDi0tk3aYGv","pdf",377249,12,"English","# New Hope for School Integration\n## Historical roots of socioeconomic integration\n## Evidence linking socioeconomic composition to achievement\n## Barriers and resistance to policy change","[{\"question\":\"What does the text argue is crucial for boosting academic achievement?\",\"answer\":\"It argues that economic integration matters most, because research links classmates’ socioeconomic status to academic performance independently of students’ own backgrounds.\"},{\"question\":\"Which three conditions are said to help low-income students in middle-class schools?\",\"answer\":\"The text lists engaged academic peers, a more involved parent community, and stronger teachers with higher expectations.\"},{\"question\":\"What kind of resistance does the author describe over promoting socioeconomic integration?\",\"answer\":\"It describes resistance from conservatives and some liberals, including concerns about “forced busing” and political dismissal of the author as naive.\"}]","From All Walks of Life - New Hope for School Integration | PDF",1792074592]