School districts with transfer policies that consider socioeconomic diversity generally give preference to school transfer requests that would increase the socioeconomic diversity of affected schools, or give a priority to economically disadvantaged students when reviewing transfer requests. As with magnet- and charter-based strategies, an integration approach based on transfer policies is not likely to promote integration in all schools across a district. However, policies to encourage integration goals through school transfers can provide an important check on open enrollment policies. In summary, the majority of districts and charters on our list have racially and socioeconomically diverse enrollment (defined here as having less than 70 percent of students from a single racial or ethnic group and less than 70 percent of students who are low-income).
Thirty-three of the 91 districts and charters are majority white, and an additional 24 districts have student populations where whites are a plurality. Five districts are majority black, and black students comprise a plurality in another 8 districts. Hispanic children constitute a clear majority in 9 districts and a plurality in 10 others, while Asian students formed a plurality in an additional 2 school districts . In constructing our list, we chose to focus on districts and charter networks that have Wave Integration established policies or practices accounting for some measure of socioeconomic status in student school assignment. While the intent behind these actions is to create demographically balanced school buildings, our research does not focus on whether balance was truly achieved. That question is an important topic for future research but beyond the scope of this report. Rather, this inventory acknowledges those districts who have taken meaningful steps, of whatever size, toward socioeconomic integration.
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Post Brown v. Board of Education, the legal landscape for school integration has transitioned from active judicial intervention and oversight to limitations on the use of race as an assignment factor. Politically, efforts to integrate schools—and thus maximize fairness—have triumphed over massive resistance, anti-busing protests, and school board battles. Socioeconomic school integration is the next step in a storied history of demanding justice for all children, of seeking to fulfill the American promise that education can be a great equalizer in a society that remains highly stratified. To this end, we hope that this report encourages districts to build on their current efforts to diversify their schools, and to continue to establish policies that maintain the levels of diversity once they reach the ideal balance.
Next, Appy Pie Connect will ask to reconfirm the Wave account integrated. Press the Continue button to confirm the Wave account at Connect. Triggers when a new customer is added to a business you choose. Connect Wave to Freshsales and Appy Pie Connect will automatically create a lead in Freshsales for every new invoice in Wave. Leviton is a member of the Works with Home Assistant partner program for their Z-Wave products. Leviton is committed to making sure their products are up-to-date and ready to use in Home Assistant.
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- Finally, we describe the major types of integration strategies we identified and discuss the different measures of socioeconomic status being used.
- Nine years later, TCF has found that figure has more than doubled, to 91, including 83 school districts and 8 charter schools or networks.
- The other main approach for pursuing integration across all or many schools in a district, rather than redrawing attendance boundaries, is to shift enrollment to a choice-based policy, with explicit consideration of diversity in the design of the program.
- We identified sixteen school districts that use some form of district-wide choice policies that consider diversity.
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The overwhelming majority of the school officials with whom we spoke were either superintendents, charter school directors, deputy superintendents, or enrollment managers. In cases where we did not receive a response from contacted officials, we included the districts or charters on the list if we were satisfied with evidence in the public record that they had implemented a socioeconomic integration strategy. All of the districts and charters included in our study directly consider socioeconomic balance in at least some of their student assignment decisions. Some of the districts and charters studied also directly consider race. And many of the districts and charters have integration goals that include both racial and socioeconomic integration—even when socioeconomic status is the sole factor considered in student assignment.
Webhook / API Integration + Wave Integration
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The districts and charters range in size from recently founded Compass Charter School in Brooklyn, with just over 100 students, to Chicago Public Schools, with nearly 400,000 students. In total, 4,005,862 students currently attend school districts or charter schools that use socioeconomic status as an assignment factor—representing roughly 8 percent of total public school enrollment.34 These students attend a total of 6,546 schools.
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If we are to make meaningful strides toward increased school integration—by both race and social class—we need policymakers and communities to adopt voluntary integration plans alongside ongoing desegregation litigation. Thus, we believe that socioeconomic strategies will be important practical solutions for school districts or charter schools considering integration policies now or in the near future. The majority of the districts and charter schools we identified used data on eligibility for the federal free and reduced-price lunch program—whether at the student, school, or neighborhood level—as the only or main marker for socioeconomic status. This is not surprising, as free and reduced-price lunch eligibility is the main measure of socioeconomic status used throughout education policy and research. Although a small number of districts have faced legal questions about the use of free and reduced-price lunch information in recent years, considering students’ eligibility for the federal school lunch program remains a tried and true method of factoring socioeconomic status into student assignment . The reason that redrawing attendance zones is the most common method of socioeconomic integration on our list is likely because it most easily fits with existing enrollment protocols.
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