[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-585527-105":59,"doc-detail-585527-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","model-state-school-integration-policies-policy-brief-11-may-2020","MODEL STATE SCHOOL INTEGRATION POLICIES - Policy Brief 11 - May 2020","","Policy Brief 11 (May 2020) outlines model state legislation to reduce racial and socioeconomic segregation in public schools, framed by disparities intensified during the coronavirus crisis. It argues state governments can act through accountability reforms, incentives for voluntary integration, and stronger constraints on district secession. The brief proposes funding for magnet schools, interdistrict part-time and summer programs, equitable student assignment in taxpayer-funded schools, and procedures for new construction and district reorganization, including segregation-impact assessments and statewide measurement systems.",{"@graph":69,"@context":122},[70,84,105],{"@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/model-state-school-integration-policies-policy-brief-11-may-2020/585527/",{"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/model-state-school-integration-policies-policy-brief-11-may-2020/585527.png","ImageObject",300,407,{"name":92,"@type":93},"Alex Sinclair","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the brief emphasize school integration now?","Question",{"text":112,"@type":113},"It connects the COVID-19 crisis to visible disparities in family resources and school funding, raising the question of whether states will simply continue current policies or progress toward a fairer, more integrated public school system.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What role does the federal government play according to the brief?",{"text":117,"@type":113},"The brief notes that the Every Student Succeeds Act (ESSA) provides compensatory Title I funding and that related ESSA sections could create incentives for integration, but it argues Congress has been reluctant to impose strong integration accountability on states and localities.",{"name":119,"@type":110,"acceptedAnswer":120},"What types of model policy actions are proposed?",{"text":121,"@type":113},"The model policies include acts supporting magnet schools; promoting interdistrict part-time and summer programs; promoting equitable student assignment in taxpayer-funded schools; setting procedures for new construction; setting procedures for district reorganization; and incorporating segregation measures into state accountability models.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585527,1792061677,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1099523882182,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","MODEL STATE SCHOOL INTEGRATION POLICIES  \nPOLICY BRIEF 11 | MAY 2020  \nTABLE OF CONTENTS  \nINTRODUCTION  \nOVERVIEW OF KEY RESOURCES MODEL POLICIES  \nAN ACT TO INCORPORATE MEASURES OF SEGREGATION INTO STATE ACCOUNTABILITY MODELS  \nAN ACT TO SUPPORT MAGNET SCHOOLS  \nAN ACT TO PROMOTE INTERDISTRICT PART-TIME AND SUMMER PROGRAMS  \nAN ACT TO PROMOTE EQUITABLE STUDENT ASSIGNMENT IN TAXPAYER-FUNDED SCHOOLS  \nAN ACT TO SET OUT PROCEDURES AND REQUIREMENTS FOR NEW SCHOOL CONSTRUCTION  \nAN ACT TO SET OUT PROCEDURES AND REQUIREMENTS FOR DISTRICT REORGANIZATION  \nACKNOWLEDGMENTS  \np. 03  \np. 04  \np. 05  \np. 09  \np. 14  \np. 19  \np. 27  \np. 31  \np. 36  \nPolicy Brief 11 | Model State School Integration Policies page 2  \nINTRODUCTION: WHEN WE RETURN TO SCHOOL  \nAs educators across the country make a valiant effort to meet the needs of their students in response to the coronavirus crisis, the educational impacts of disparities in family resources and school funding are apparent. The crisis also reminds us of the many roles that schools play beyond academics. When students eventually return to school, will we merely continue our current policies, or might we make some progress in developing a fairer public school system, including, potentially, a more integrated one? Our movement's leading thinkers are pushing us to face this question squarely.1  \nState governments are in the best position to reverse the tide of increasing racial and socioeconomic segregation in our public schools, if the political will is present. The federal government, through the Every Student Succeeds Act (\"ESSA\"), provides significant compensatory funding for lowerincome schools in Title I. Related sections of ESSA can also provide funding incentives for school integration, as could Congress. But for the past few decades, Congress has been reluctant to impose any real  \n1 We are compiling related thought pieces at www. [school-diversity.org/covid-19](school-diversity.org/covid-19) .  \naccountability for integration on state and local governments. This leaves a very large policy vacuum for state governments to fill.  \nThe model policies that follow represent small but meaningful steps that state legislatures can take to begin to bring students and communities back together. These policies would begin to provide greater flexibility and support for districts that understand the value of racial and socioeconomic integration, and greater accountability for segregation both within and across districts. They propose funding for a variety of voluntary integration efforts, put stronger limits on school district secession, require assessments of the segregation impacts of significant capital investments, and institute systems of measurement for school segregation–something only a handful of states currently require.  \nAs we wait to reboot “live” K-12 education, we urge state policymakers to put education policies in place that embody the lessons the COVID-19 crisis implores us to confront– we are interdependent and our fates interconnected, but we still have a lot of work to do to actualize a just, inclusive society.  \nPolicy Brief 11 | Model State School Integration Policies page 3  \nOVERVIEW OF KEY SOURCES  \nThe model policies in this brief draw from a few key sources. We have cited specific policies when applicable, but here we provide an overview of the most foundational policies, for easy reference:  \n• The Strength in Diversity Act is a piece of legislation currently under consideration in Congress. It would provide funding for local planning and implementation of voluntary integration. A past version of this bill (known as the Stronger Together Act) was based on a grant program initiated by former  \nU.S. Secretary of Education John King known as Opening Doors, Expanding Opportunities (this program was defunded by the current administraion before any grants were awarded) . In this brief, we most often refer to Strength in Diversity as a source. We note here that all versions o","cbCaicCNlhDMERGj","https://ap.wps.com/l/cbCaicCNlhDMERGj","pdf",4190088,36,"English","# Introduction\n## When We Return to School\n# Overview of Key Resources\n## Strength in Diversity Act\n## Socioeconomic Integration Pilot Program (SIPP)\n## Technical Assistance in Student Assignment Plans (TASAP)\n## Magnet Schools Assistance Program (MSAP)\n## Connecticut Interdistrict Cooperative Grant Program\n# Model Policies\n## An Act to Incorporate Measures of Segregation into State Accountability Models\n## An Act to Support Magnet Schools\n## An Act to Promote Interdistrict Part-Time and Summer Programs\n## An Act to Promote Equitable Student Assignment in Taxpayer-Funded Schools\n## An Act to Set Out Procedures and Requirements for New School Construction\n## An Act to Set Out Procedures and Requirements for District Reorganization\n# Acknowledgments","[{\"question\":\"Why does the brief emphasize school integration now?\",\"answer\":\"It connects the COVID-19 crisis to visible disparities in family resources and school funding, raising the question of whether states will simply continue current policies or progress toward a fairer, more integrated public school system.\"},{\"question\":\"What role does the federal government play according to the brief?\",\"answer\":\"The brief notes that the Every Student Succeeds Act (ESSA) provides compensatory Title I funding and that related ESSA sections could create incentives for integration, but it argues Congress has been reluctant to impose strong integration accountability on states and localities.\"},{\"question\":\"What types of model policy actions are proposed?\",\"answer\":\"The model policies include acts supporting magnet schools; promoting interdistrict part-time and summer programs; promoting equitable student assignment in taxpayer-funded schools; setting procedures for new construction; setting procedures for district reorganization; and incorporating segregation measures into state accountability models.\"}]","MODEL STATE SCHOOL INTEGRATION POLICIES - Policy Brief 11 - May 2020 | PDF",1792054967,91]