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<!DOCTYPE html>
<html lang="en">
<head>
<meta charset="UTF-8">
<meta name="viewport" content="width=device-width, initial-scale=1.0">
<title>Our Schools are still Segregated</title>
<link rel="stylesheet" href="css/style.css">
<link rel="preconnect" href="https://fonts.googleapis.com">
<link rel="preconnect" href="https://fonts.gstatic.com" crossorigin>
<link
href="https://fonts.googleapis.com/css2?family=Newsreader:ital,opsz,wght@0,6..72,400;0,6..72,500;0,6..72,600;0,6..72,700;1,6..72,300;1,6..72,400;1,6..72,500;1,6..72,600;1,6..72,700&display=swap"
rel="stylesheet">
</head>
<body>
<main>
<section id="intro">
<img src="images/header.png" />
<h3>School segregation today primarily affects the educational opportunities given to Black and Hispanic
students in America. However, school attendance zones are changeable. With work, we can make our school
systems more equitable.</h3>
<p>Most children in the American public school system go to schools based on school
attendance zones. Many people think of this zones as factual and unchangeable lines, when in fact, these
zones are determined by administrative boundaries that not only can be changed but were drawn in
the past in ways that intentionally segregate students by race.</p>
</section>
<section id="scrolly">
<figure>
<img src="images/img1.png" />
</figure>
<article>
<div class="step is-active" data-step="0">
<p id="card-center">Meet <span id="blue">Quinn</span> and <span id="orange">Vera</span>. They are
both in fifth grade, but attend different
elementary schools. </p>
</div>
<div class="step is-active" data-step="1">
<p id="card-center">We’re going to follow them along in a day at school.</p>
</div>
<div class="step" data-step="2">
<p id="card-left">Quinn is greeted by the assistant principal as he arrives at school in the
morning.</p>
</div>
<div class="step" data-step="3">
<p id="card-right">Vera chats with her friend as she heads in. A security guard watches students
arrive.</p>
</div>
<div class="step" data-step="4">
<p id="card-left">Quinn starts his day with a math class. He was moved into an advanced math class
this year and enjoys it.</p>
</div>
<div class="step" data-step="5">
<p id="card-right">Vera also has math. Her teacher is absent again - this is the 9th day this year -
so the substitute gives them a quiz. </p>
</div>
<div class="step" data-step="6">
<p id="card-left">Quinn's math teacher has been teaching at his school for many years and is good at
making the subject enjoyable and challenging.</p>
</div>
<div class="step" data-step="7">
<p id="card-right">Vera finished her quiz quickly and is now doodling as the
others in class finish up their quiz. She's good at math, but is a bit bored in this class. Her
school doesn't have an advanced math program for her grade.</p>
</div>
<div class="step" data-step="8">
<p id="card-left">After lunch Quinn stops by the nurse’s office. One of the nurses gives him a
replacement rubber band for his braces.</p>
</div>
<div class="step" data-step="9">
<p id="card-right">Vera scraped her elbow during recess and wants to get it cleaned up, but their
school only has one nurse and she is currently busy with another student. After a while, Vera
gets patched up.</p>
</div>
<div class="step" data-step="10">
<p id="card-center">At the end of the day, Quinn and Vera are picked up by their parents and head
home.</p>
</div>
<div class="step" data-step="11">
<p id="card-center">As they walk home, you may be wondering... <br />
<b>Why did Vera and Quinn have
such
different experiences at school?</b>
</p>
</div>
<div class="step" data-step="12">
<p id="card-left">Quinn had a full staff and teachers to support him and advanced track classes to
meet his needs.</p>
</div>
<div class="step" data-step="13">
<p id="card-right">Vera faced more bumps in her day, with absent teachers and overworked staff
members. Her performance in her classes exceeds her peers but there aren’t advanced track
classes for her.</p>
</div>
<div class="step" data-step="14">
<p id="card-center">Vera and Quinn arrive home.</p>
</div>
<div class="step" data-step="15">
<p id="card-center">It turns out that they’re neighbors. They live right across the street from each
other.</p>
</div>
<div class="step" data-step="16">
<p id="card-center">But they’re separated by an invisible line.</p>
</div>
<div class="step" data-step="17">
<p id="card-center">A school administrative boundary.</p>
</div>
</article>
</section>
<section id="outro"></section>
</main>
<div class="container">
<h1></h1>
<h2>Why did <span id="blue">Quinn </span>and <span id="orange">Vera</span> have such different days at school?
</h2>
<p>Although Vera and Quinn are fictional characters, their different experiences at school are based on the
statistical differences in neighboring schools across the United States.</p>
<p>The invisible line that separates Quinn and Vera is called a “school administrative boundary”. These
boundaries designate which parts of a neighborhood are assigned to attend certain school. So, even though
Quinn and Vera are in the same school district, they attend schools with different educational
opportunities. These opportunities can either help set these students up for success or give them more
hurdles to overcome, and this inequity can have lasting ramifications on higher education and factors like
expected earning later in life.</p>
<p>A study by the Urban Institute in 2021, investigates these school administrative boundaries more closely.
They found that often these boundaries are not arbitrary, as many may assume, but in fact often divide up
neighborhoods based on their racial makeup. </p>
<iframe title="Average racial breakdown across school boundaries" aria-label="Split Bars"
id="datawrapper-chart-21JJN" src="https://datawrapper.dwcdn.net/21JJN/1/" scrolling="no" frameborder="0"
style="width: 0; min-width: 100% !important; border: none;" height="326" data-external="1"></iframe>
<p>Not all school zones segregate children, but many do.</p>
<p>Some of the boundaries are more unequal than others and
some are carefully drawn to designate the areas with a higher population of Black and Hispanic students to
one school, and the area with a higher population of White students to another school.</p>
<p>Diving deeper reveals that these boundaries can, and often do, reinforce racist <a href=""
https://projects.fivethirtyeight.com/redlining />“Redlining”</a> policies that
trace back to the 1930’s.</p>
<p>Researchers at the Urban Institute calculated the overlapping land area of these
redlining areas with current school neighborhood assignments. This data reveals that many school
neighborhoods that are now assigned to communities with more Black and Hispanic students tended to overlap
with land that was once categorized as “Declining” or “Hazardous”. Meanwhile, nearby schools who now have a
higher share of white students, tend to overlap with land areas that were once categorized as “Best” or
“Desirable”.</p>
<iframe title="School inequality today mirrors historic racist redlining policies" aria-label="Range Plot"
id="datawrapper-chart-VwNCU" src="https://datawrapper.dwcdn.net/VwNCU/1/" scrolling="no" frameborder="0"
style="width: 0; min-width: 100% !important; border: none;" height="459" data-external="1"></iframe>
<p>The racist policies of the 1930’s are mirrored in today’s school neighborhoods.</p>
<p>As we saw with Quinn and Vera, a student’s school assignment can affect the quality of school they are
assigned to. Some schools have better teachers, more staff, and more opportunities for students to be
enrolled in gifted programs or advanced track courses.</p>
<p>These higher quality schools are disproportionately allotted to predominantly White communities. While nearby
schools with newer and less trained teachers, fewer staff, and fewer advanced classes are more often
allotted to areas with a higher share of Black and Hispanic students.</p>
<iframe title="Neighboring schools can have drastically different opportunities for students"
aria-label="Bar chart" id="datawrapper-chart-4PkHQ" src="https://datawrapper.dwcdn.net/4PkHQ/1/"
scrolling="no" frameborder="0" style="width: 0; min-width: 100% !important; border: none;" height="867"
data-external="1"></iframe>
<p>Schools with a higher share of White students perform, on average, 142% better on standardized tests than
their neighboring schools. Given the stark differences in quality of teachers and staff, and the increased
disciplining of Black and Hispanic students, it's not surprising that they aren't excelling at state exams.
</p>
<p>Segregated schools exist across the United States. As part of their study, the Urban Institute labeled some
boundaries between schools as "unequal". Broadly this criteria meant that the specific pair of schools had
one side with a 25% higher share of Black or Hispanic students enrolled at the school, near the boundary, or
within the neighborhood boundary. The full dataset from the Urban Institute had over 140,000 pairs of
schools. Almost 2,500 of those had "unequal" boundaries, spanning across more than 600 school districts.
</p>
<iframe title="Percent of school boundaries that are considered "unequal" by state" aria-label="Map"
id="datawrapper-chart-szwgU" src="https://datawrapper.dwcdn.net/szwgU/1/" scrolling="no" frameborder="0"
style="width: 0; min-width: 100% !important; border: none;" height="622" data-external="1"></iframe>
<p>It's important to note, that just because a state has fewer "unequal" boundaries does not mean that it's
providing better opportunities for Black and Hispanic students. In some regions this low number is due to
low racial diversity overall.</p>
<p>Almost 100 years after "Redlining" policies were put in place, their repercussions are still evident across
society and affect everything from home loans to air quality. And while it's important to dismantle all of
those systems in favor of more equitable ones, it's hard to know where to start. Although school
administrative boundaries may seem fixed, that's not the case. Many come up for
review on an almost yearly basic. Communities have the opportunity to de-segregate their school
zones and provide more equitable access to students of all races.
</p>
<img src="images/footer.png" />
</div>
<section id="conclusion">
<div id="conclusion-body">
<h3>
Sources
</h3>
<ul>
<li>Dividing Lines: Racially Unequal School Boundaries in US Public School Systems <a
href="https://www.urban.org/research/publication/dividing-lines-racially-unequal-school-boundaries-us-public-school-systems">(Research
Report)</a></li>
<li>Dividing Lines: How School Districts Draw Attendance Boundaries to Perpetuate School Segregation <a
href="https://apps.urban.org/features/dividing-lines-school-segregation/">(Data Story)</a></li>
<li>Dividing Lines – Characteristics of Neighboring Pairs of Public Schools <a
href="https://datacatalog.urban.org/dataset/dividing-lines-%E2%80%93-characteristics-neighboring-pairs-public-schools">(Dataset)</a>
</li>
<li><a href="https://projects.fivethirtyeight.com/redlining/">The Lasting Legacy Of Redlining</a></li>
</ul>
</div>
</section>
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