1. Two sides of same coin: The relationship between school and housing segregation Genevieve Siegel-Hawley Virginia Commonwealth University “Parents, researchers, courts and others interested in school desegregation…have noted almost unanimously that school segregation and residential segregation are inextricably linked” (Denton, 1996, p. 795). [In Raleigh and elsewhere] school policy and housing markets shaped each other so extensively that a line cannot be drawn between them (Benjamin, 2010, p. 227).

2. Flow of presentation Why school segregation matters How the reciprocal school-housing relationship works Outcomes flowing from the reciprocal relationship General principles for leveraging the relationship to promote integration

3. Separate is still unequal Racially segregated, high poverty schools linked to: Lower graduation rates Significantly lower academic achievement Fewer highly qualified teachers High rates of teacher turnover Less motivated peers Diminished access to high quality curricula like AP courses Inadequate facilities and material resources Lower levels of community and parental involvement

4. Benefits of well-designed diverse schools Academic—higher achievement, higher graduation rates, heightened critical thinking skills, more complex problem solving, better discussions and high quality curricula Social—more cross-racial friendships, less likely to stereotype, reductions in prejudice Civic—more engaged citizens, better prepared for socially cohesive, democratic society Long term—perpetuation effects across life cycle

5. How to design diverse schools so they work for all students De-tracking, all students have equal status Cooperative learning, students working towards shared goals Train teachers and leaders for diversity Teachers and leaders model positive leadership around issues of diversity – Closely monitor discipline – Monitor disparities in special education and gifted identification and assignment

6. DYNAMICS OF SCHOOL-HOUSING RELATIONSHIP

7. School-related boundaries are the foundation of the relationship

8. Boundary lines, names and signals (Pearce, 1980; Orfield, 2001; Weiher, 1992)

9. I heard it through the grapevine Word of mouth spreads school reputations through informal networks of families, friends, acquaintances (Holme, 2002; Lareau, 2014; Roda & Wells, 2013; Rhodes & Deluca, 2014) For white, middle class families, reputations tightly linked to racial and socioeconomic makeup of schools and districts (Holme, 2002; Lareau, 2014) Simplistic school labeling systems (like A-F) make it much easier to communicate coded information about race/class (Dougherty, 2012)

10. Sounds like… “I remember when we were looking and I would say [that] we’re looking in this area and people would go, ‘yeah that’s a good school.” And I don’t even know what they know, but they probably just heard that’s a good school.” (Holme, 2002, p. 191) “We didn’t even look [for houses] there because the schools... they’re just bad. Everybody we know who lives in [that area], they all send their kids to private school.” (Holme, 2002, p. 193) “We just can’t move there. It’s far and the schools are all Cs and Ds…lots of poor kids.”

11. Looks like…

12. And…

13. One more thing…

14. Kidding. By contrast…

15. This is the last one…really.

16. OUTCOMES Housing Policy is School Policy, and Vice Versa

17. Housing policy is school policy (Schwartz, 2010) Montgomery, Maryland’s inclusionary zoning policy (decades-long requirement for developers to set aside 15% of new developments for low income families) Extra resources for high poverty schools ($2000 more per student) Which group of kids did better: low-income students attending high-opportunity schools because of the housing policy or low-income kids attending high poverty schools with extra resources?

18. Heather Schwartz (2010). Housing Policy is School Policy. Washington, DC: Century Foundation.

19. School policy is housing policy (Siegel-Hawley, 2013; M. Orfield, 2015) Source: NCES’ CCD, 1992-1993, 1999-2000, 2008-2009; U.S. Census SF3, 1990, 2000, 2010.

20. Dynamics of Metropolitan School Desegregation Policy Few boundaries, similar reputations/labels; signals fade Perpetuation theory (Wells & Crain, 1994; Mickelson, 2011)

21. GENERAL PRINCIPLES Leveraging the school-housing relationship to promote diversity and reduce segregation

22. What should we do? School policies – Bridge boundary lines and desegregate – Magnet schools – Nuanced school evaluation Housing policies – Fair share affordable housing throughout regions – Inclusionary zoning – Stabilize gentrifying neighborhoods

23. Above all, though, we need to bring the school and housing worlds into conversation with one another. Happens very rarely.

24. What would it look like to have a coordinated approach to school and housing segregation?