[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-585528-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-585528-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","policy-brief-10-including-racial-and-socioeconomic-diversity-in-essa-district-plans-guide","Policy Brief 10 - Including Racial and Socioeconomic Diversity in ESSA District Plans - Guide","","Policy Brief 10 (March 2020) explains how the Every Student Succeeds Act (ESSA) enables states and local districts to incorporate racial and socioeconomic (SES) diversity into their improvement plans. It outlines why district ESSA plans should use integration strategies to remedy opportunity and achievement gaps, describes what integration looks like in 2020, and connects these approaches to Title I and Title IV funding and district school improvement plan processes. The brief also identifies ways advocates can participate in plan development.",{"@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/policy-brief-10-including-racial-and-socioeconomic-diversity-in-essa-district-plans-guide/585528/",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/policy-brief-10-including-racial-and-socioeconomic-diversity-in-essa-district-plans-guide/585528.png","ImageObject",300,407,{"name":42,"@type":43},"Alex Sinclair","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why should districts incorporate diversity strategies into their ESSA plans?","Question",{"text":63,"@type":64},"ESSA district plans aim to identify and remedy opportunity and outcome gaps. Racial and economic integration is presented as one of the most effective strategies for equal opportunity and closing achievement gaps.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What does “integration” mean in the context of 2020 ESSA planning?",{"text":68,"@type":64},"Integration is described as bringing together students from different races, ethnicities, and socioeconomic backgrounds to address systemic educational inequities and foster social cohesion across lines of difference.",{"name":70,"@type":61,"acceptedAnswer":71},"Which ESSA plan areas and funding sources can support integration efforts?",{"text":72,"@type":64},"The brief highlights Title I Comprehensive Support and Improvement Plans and Targeted Support and Improvement Plans, and notes that Title IV can provide integration-related funds. It also links specific Title IV programs to potential district use.","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},585528,1792165794,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,119,122,126],{"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":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},"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":97,"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":112,"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":113,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},1099523882182,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","POLICY BRIEF 10 | MARCH 2020  \nINCLUDING RACIAL AND SOCIOECONOMIC DIVERSITY IN ESSA DISTRICT PLANS  \nSUMMARY  \nThe Every Student Succeeds Act (ESSA) provides an opening for states1 and local school districts to include racial and socioeconomic (SES) diversity as components of their improvement plans.  \nWhile only one state (New York) took advantage of this opportunity in the initial round of state ESSA plans,2 there are several ways that school districts can include integration and reduction of racial or SES isolation into their local ESSA implementation plans, consistent with the goals set out in their state plans.  \nTwo of the most important planning documents are the Title I Comprehensive Support and Improvement Plans and the Targeted Support and Improvement Plans. Title IV of ESSA is also a potential source of integration-related funds for districts.  \nThis guide explores some of the openings that are most apparent to the National Coalition on School Diversity (NCSD) . We hope that sharing these ideas will help state and local leaders and advocates generate even more ideas.  \nPolicy Brief 10 | Including Racial and Socioeconomic Diversity in ESSA District Plans page 2 of 30  \nTABLE OF CONTENTS  \nWHY SHOULD DISTRICTS INCORPORATE DIVERSITY STRATEGIES INTO THEIR ESSA PLANS?  \nWHAT DOES INTEGRATION LOOK LIKE IN 2020? POLITICAL AND LEGAL CONTEXT TITLE I  \nBACKGROUND  \nWHAT ARE DISTRICT SCHOOL IMPROVEMENT PLANS?  \nUSE AND DISBURSEMENT SCHOOL IMPROVEMENT FUNDS AND DIRECT SERVICES FUNDS  \nINCORPORATING INTEGRATION STRATEGIES INTO TITLE I SCHOOL IMPROVEMENT PLANS  \nHOW CAN I GET INVOLVED IN SHAPING MY DISTRICT’S SCHOOL IMPROVEMENT PLANS?  \nTITLE IV: 21ST CENTURY SCHOOLS  \nPART A: STUDENT SUPPORT AND ACADEMIC ENRICHMENT GRANTS (SSAE)  \nPART B: 21ST CENTURY COMMUNITY LEARNING PROGRAM  \nPART C: EXPANDING OPPORTUNITY THROUGH CHARTER SCHOOLS PART D: MAGNET SCHOOLS ASSISTANCE PROGRAM (MSAP)  \nCONCLUSION  \np. 04  \np. 05  \np. 09  \np. 10  \np. 10  \np. 12  \np. 13  \np. 14  \np. 16  \np. 18  \np. 18  \np. 19  \np. 21  \np. 21  \np. 23  \nPolicy Brief 10 | Including Racial and Socioeconomic Diversity in ESSA District Plans page 3 of 30  \nWHY SHOULD DISTRICTS INCORPORATE DIVERSITY STRATEGIES INTO THEIR ESSA PLANS?  \nThe purpose of district ESSA plans is to identify and remedy opportunity and outcome gaps in each state’s elementary and secondary public schools. School diversity is relevant to these goals, because racial and economic integration is one of the most effective strategies for achieving equal opportunity and closing the achievement gap.3 Where school integration is feasible (where there is a diverse student body within the district, or where meaningful interdistrict cooperation is possible), school district officials should seek to maximize diversity within schools and classrooms.  \nIntegrated schools and classrooms offer a host of educational, social, and psychological benefits to students of all backgrounds. School integration is associated with higher achievement in mathematics, science, language, and reading; higher rates of highschool graduation and college attendance; reduced levels of racial and ethnic prejudice; an increase in cross-racial trust and  \nfriendships among youth and adults; anda greater likelihood of living and working in integrated neighborhoods and workplaces as an adult.4 Conversely, policies that concentrate low-income children of color into separate schools deprive them of equal educational opportunity.5  \nNotably, the benefits of attending desegregated schools are intergenerational and multi-faceted, extending from grandparents who attended desegregated schools, through their own children and down to their grandchildren.6 Students from all racial and SES backgrounds benefit from diverse schools. Low-income and disadvantaged youth of color benefit the most, but middle class white youth also benefit.7 Benefits accrue to all students in all grades, but are greatest in middle and highschool years, suggesting that the benef","cbCairL4DAqchoBG","https://ap.wps.com/l/cbCairL4DAqchoBG","pdf",7481778,"English","# WHY SHOULD DISTRICTS INCORPORATE DIVERSITY STRATEGIES INTO THEIR ESSA PLANS?\n## Racial and socioeconomic integration benefits\n# WHAT DOES INTEGRATION LOOK LIKE IN 2020? POLITICAL AND LEGAL CONTEXT TITLE I\n## Background and district school improvement plans\n# USE AND DISBURSEMENT SCHOOL IMPROVEMENT FUNDS AND DIRECT SERVICES FUNDS\n## Incorporating integration strategies into Title I school improvement plans\n# HOW CAN I GET INVOLVED IN SHAPING MY DISTRICT’S SCHOOL IMPROVEMENT PLANS?\n# TITLE IV: 21ST CENTURY SCHOOLS\n## Part A: Student Support and Academic Enrichment Grants (SSAE)\n## Part B: 21st Century Community Learning Program\n## Part C: Expanding Opportunity Through Charter Schools\n## Part D: Magnet Schools Assistance Program (MSAP)\n# CONCLUSION","[{\"question\":\"Why should districts incorporate diversity strategies into their ESSA plans?\",\"answer\":\"ESSA district plans aim to identify and remedy opportunity and outcome gaps. Racial and economic integration is presented as one of the most effective strategies for equal opportunity and closing achievement gaps.\"},{\"question\":\"What does “integration” mean in the context of 2020 ESSA planning?\",\"answer\":\"Integration is described as bringing together students from different races, ethnicities, and socioeconomic backgrounds to address systemic educational inequities and foster social cohesion across lines of difference.\"},{\"question\":\"Which ESSA plan areas and funding sources can support integration efforts?\",\"answer\":\"The brief highlights Title I Comprehensive Support and Improvement Plans and Targeted Support and Improvement Plans, and notes that Title IV can provide integration-related funds. It also links specific Title IV programs to potential district use.\"}]","Policy Brief 10 - Including Racial and Socioeconomic Diversity in ESSA District Plans - Guide | PDF",1792054970,76]