[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-584633-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-584633-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","stronger-together-diversity-in-duval-public-schools-issue-review-june-2016","STRONGER TOGETHER - DIVERSITY IN DUVAL PUBLIC SCHOOLS - ISSUE REVIEW - JUNE 2016","","Report examines how racial and socioeconomic diversity in Duval County public schools relates to students’ academic and social outcomes. Evidence highlights geographic separation by race and income, with African-American students disproportionately placed in schools that are not racially diverse, especially in low-income areas. It defines “racially diverse” and “low-income” thresholds, reviews legal and historical context since Brown v. Board of Education, and explains why integration can improve motivation, innovation, empathy, and reduce stereotyping for all students.",{"@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/stronger-together-diversity-in-duval-public-schools-issue-review-june-2016/584633/",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/stronger-together-diversity-in-duval-public-schools-issue-review-june-2016/584633.png","ImageObject",300,407,{"name":42,"@type":43},"Damian","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the report say about the link between school diversity and student outcomes?","Question",{"text":63,"@type":64},"Greater socioeconomic and racial diversity in schools is associated with better academic and social outcomes for students. The report also frames low diversity as an equity issue with negative consequences.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the report define “racially diverse” and “low-income” schools?",{"text":68,"@type":64},"“Racially diverse” refers to schools where no single race/ethnicity group exceeds 60% of total enrollment. “Low-income” refers to schools with 75% or more economically disadvantaged students.",{"name":70,"@type":61,"acceptedAnswer":71},"What legal and historical developments does the report highlight since Brown v. Board of Education?",{"text":72,"@type":64},"It notes that Florida and other states continued court efforts for equity decades after Brown. 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But here in our own community, we often find ourselves geographically separated by race and income level. While exploring Duval County school enrollment patterns, we found that African-American students are much more likely than students of anyother race to attend schools that are not racially diverse (in this paper, defined as having a student body that is 60 percent or more of any one racial or ethnic group). More than half (54 percent) of all African-American students are in non-diverse schools, while less than a third (30 percent) of students of anyother race attend non-diverse schools. When looking at income data, we find that among Jacksonville’s lowincome schools, most (83 percent) are considered racially non-diverse and have African-Americans asthe largest group.  \nGeographically, this data shows that many of Jacksonville’s low-income and African-American students are isolated in schools on the north and west sides oftown, while schools in other parts of town are more racially and socioeconomically diverse—largely reflecting residential segregation patterns in Jacksonville as a whole. For a variety of reasons, the bottom line is that Jacksonville’s low-income African-American students are disproportionately more likely to receive their education in a school that is not racially or economically diverse. Because research tells us a lack of diversity comes with negative consequences for academic and social performance, this is areal equity issue. As policy changes are made atthe national, state, and county level, our community must continue considering how to reduce economic and social segregation and promote diversity to produce a lasting, positive impact in our schools.  \n[www.jaxpef.org](www.jaxpef.org)  \nDuval County has a diverse public school population (44 percent African-American, 36 percent white, 10 percent Hispanic, 5 percent multiracial, 4 percent Asian, and 1 percent American Indian)1, yet a closer look shows that many schools do not reflect the makeup of the overall student population.  \nDemographic enrollment patterns of Duval County schools make it apparent that diversity issues in Jacksonville parallel racial and socioeconomic isolation issues faced by many large cities that encompass both urban core communities and suburban sprawl.  \nFor this paper, we define“racially diverse” schools as schools in which no single race/ethnicity grouping comprises over 60 percent of the total student enrollment and a“low-income”school as having 75 percent or more economically disadvantaged students enrolled. More detailed descriptions and rationales for these metrics are discussed later in the paper.  \nRacial and economic diversity in public schools: Why it matters and what we have learned since Brown v. Board of Education  \nSixty-two years after the landmark Brown v. Board of Education, court cases in Florida and in states across the nation are  \nstill fighting for equity in education. Duval’s own history of desegregation has been long and difficult. Despite the fact that Brown v. Board of Education declared segregated education unconstitutional in 1954, the Duval County School System was not ruled to have fully implemented desegregation until 1999. Today, about half of Duval public schools have student bodies that are 60 percent or more of a single race or ethnic background. Considering the substantial evidence that children of all backgrounds benefit both socially and academically from being in racially and economically diverse environments2, now is the time to advocate for increased economic and racial diversity in our schools.  \nIn one long-running court case, Citizens for Strong Schools v. Board of Education, plain","cbCaioZdVwtq9NX1","https://ap.wps.com/l/cbCaioZdVwtq9NX1","pdf",690629,"English","# Executive Summary\n## Racial and economic diversity in public schools: why it matters and what we have learned since Brown v. Board of Education","[{\"question\":\"What does the report say about the link between school diversity and student outcomes?\",\"answer\":\"Greater socioeconomic and racial diversity in schools is associated with better academic and social outcomes for students. The report also frames low diversity as an equity issue with negative consequences.\"},{\"question\":\"How does the report define “racially diverse” and “low-income” schools?\",\"answer\":\"“Racially diverse” refers to schools where no single race/ethnicity group exceeds 60% of total enrollment. “Low-income” refers to schools with 75% or more economically disadvantaged students.\"},{\"question\":\"What legal and historical developments does the report highlight since Brown v. Board of Education?\",\"answer\":\"It notes that Florida and other states continued court efforts for equity decades after Brown. In Duval, full implementation of desegregation was not ruled until 1999, and the report observes that about half of Duval public schools still have student bodies dominated by a single race or ethnicity.\"}]","STRONGER TOGETHER - DIVERSITY IN DUVAL PUBLIC SCHOOLS - ISSUE REVIEW - JUNE 2016 | PDF",1792051631,15]