Panel 1: Grassroots Youth Organizers: Stories from the Front Lines, featuring Nikole Hannah-Jones, Brandon St. Luce, Nikhitha Balijepalli, and Sonia Green.
If you missed the intergenerational #ActivistsXAcademics Summit, all sessions have been posted online!

This daylong summit, which featured youth activists from across the country in conversation with prominent scholars and adult allies, attracted nearly 1,000 registrants! Brought to you by the talented students at Teens Take Charge (a program of The Bell) along with the UCLA Civil Rights Project. The UCLA Civil Rights Project and The Bell are NCSD member groups.
Massachusetts State Senator Brendan Crighton recently introduced three integration-related bills:

We are optimistic about the potential for progress on the federal level **and ** there are many actions that can be taken on the state/local level to further educational equity and integration for all students.
Amplifying youth voice across the movement

We'll be reporting our progress securing participants via @diverse_schools and @EpicTheatr on Twitter, using the map above.

Learn more and register here. You can also contact Jim Wallert at jim@epictheatreensemble.org.
Join us for our next screening of Nothing About Us on March 17th, leading up to our Fifty State Conversation on May 17th (the anniversary of Brown v. Board of Education). Get your zoom ticket for March 17th at 7pm ET here.

Help us get the word out about this collaboration with Epic Theater Ensemble and Dodd Human Rights Impact (UCONN):

  • We're seeking audience members, promoters, co-hosts, and creators (described here) across the country.

  • Connect us with with drama teachers, community theaters, and arts organizations in your state.

Is your organization planning to commemorate the 67th anniversary of Brown v. Board of Education on May 17th?

We'll be keeping track of programming movement wide. Email your details to gchirichigno@prrac.org. Stay tuned!

The Strength in Diversity Act is back!

The Strength in Diversity Act is back for the 117th Congress, sponsored in the House by Committee on Education & Labor Chairman Rep. Bobby Scott (VA-03) and Rep. Mondaire Jones (NY-17). Passed in the House by a bipartisan vote last Congress, we will be working hard to see it get through the Senate this year and then signed by the President.

Stay tuned for ways to support and engage!

Related links -

National -

  • Report: Racial and Socioeconomic Test-Score Gaps in New England Metropolitan Areas: State School Aid and Poverty Segregation by Katharine Bradbury (New England Public Policy Center, Feb. 21) - "Test-score data show that both low-income and racial-minority children score lower, on average, on states’ elementary-school accountability tests compared with higher-income children or white children...This report explores the relationship between racial and socioeconomic test-score gaps in New England metropolitan areas and two aspects of unequal opportunity: state equalizing school-aid formulas and geographic segregation of low-income students."

  • Fighting School Segregation Didn’t Take Place Just in the South by Ashley Farmer (The Conversation, Feb. 17) - “The Harlem 9’s fight serves as an important reminder that school desegregation protests were popular and successful in the North as well as in the South. It also provides insight into the prominent role Black women had in these struggles..."
California -

  • The “Double Edged Sword” in OUSD and It’s Racialized Impact on Reading; What’s in the NAACP’s Complaint Against the District by Dirk Tillotson (Great School Voices, Feb. 3) - "'Our Black, Latino and Pacific Islander students in the Oakland Unified School District (“OUSD”) are four times more likely to be reading multiple years below grade level than our white students (Figure 1). Without the ability to read, they are denied learning and denied the opportunity to identify, cultivate, and leverage their talents in whichever way they choose. The failure of OUSD to educate our students has resulted in reduced earning potential, racialized health disparities and communities vulnerable to gentrification.' That is the second paragraph of the Oakland NAACP’s administrative complaint against OUSD."
Kentucky -

Mississippi -

Missouri -

New York City -

Virginia -

  • How Norfolk Ended School Segregation — Then Created it Again by Sara Gregory (The Virginian-Pilot, Feb. 7) - "White Virginians’ 'Massive Resistance' didn’t end when schools desegregated. Norfolk maintains segregated schools to this day because most students are zoned to attend schools in their neighborhoods, many of which were intentionally segregated to limit school integration and still bear the scars of decades of disinvestment and thwarted opportunity."


Recent event: Richard Kahlenberg participated in a panel at MIT's Covid-19 Challenges and Opportunities in K-12 Education Conference with Clemence Idoux on “Measuring the Initial Effects of NYC’s School Diversity Plans.”

The Integrated Schools podcast recently surpassed 200,000 total downloads!

The latest episode features Epic Theatre Ensemble's artistic director, along with two students discussing the creative process, and includes clips from a #NothingAboutUs performance.

A prior episode features excerpts from a webinar hosted by The Black Educators Initiative, discussing what Integrated Schools calls "Third Wave School Desegregation." IntegrateNYC's Karla and Rachel make a cameo appearance, discussing the 5Rs of Real Integration framework.

How School Funding Can Help Repair the Legacy of Segregation by Anna North (Vox, Feb. 17) - "'The idea that there’s good schools and bad schools and that is determined by the students within them is harmful and not true,' [Leanne] Nunes, now the executive college director at the educational equity organization IntegrateNYC, told Vox. 'There are no good schools and bad schools. There’s schools that currently have and historically have had what they need to succeed, and schools that don’t.'"

The COVID-19 Pandemic has Created Isolation. How Can We Remain Social and Connected? by john a. powell (Sacramento Bee, Feb. 6) - "It starts and ends with community. We can endure and stay safe longer with leadership and social support that’s grounded in empathy and common sense, physical health and mental health alike. We need to be seen and heard. We need to belong. That’s how we begin to feel connected and human, now and after the pandemic."
New Research:

Benefits for White Students in Integrated Schools by Peter Piazza (Feb. 17) - “That said, benefits to white students should never be the primary argument for integration. It’s about breaking racial caste through equitable educational opportunity. It’s about addressing historical wrongs (again, hideous historical wrongs), about paying a debt that is owed.”
Drivers of Inequity: Exclusionary Zoning

Calls for an increased focus on equity and antiracism continue to dominate key policy debates. As the discourse evolves, there is increased understanding and awareness of the need to eliminate seemingly neutral policies and practices that systemically undergird segregation and the inequitable distribution of resources and opportunity. This month, we’re sharing several recent articles that examine issues of exclusionary zoning in housing. Exclusionary zoning in housing often takes the form of policies and practices in land use and building codes that restrict certain types of housing and building use in communities. These policies and practices are major drivers for school segregation, which is often a key incentive for the perpetuation of it. 

America’s Racist Housing Rules Really Can be Fixed by Jerusalem Demsas (Vox, Feb. 17) - “I grew up in Maryland, in a town not far from Takoma Park, and I can promise you that it’s one of the most outwardly progressive places I’ve ever been. Many of these suburbanites haven’t made the connection between their personal views on racial, social, and economic justice and the zoning policies that dictate who can and cannot live in their neighborhoods.”

Connecticut Must Reform its Exclusionary Zone Laws by Dice Oh (CT Mirror, Feb. 1) - These restrictions make new housing development either outright illegal or prohibitively expensive, ensuring that wealthy communities can exclude many who can’t afford a large single-family detached home with a yard. If denser living arrangements were allowed (e.g., fourplexes or apartments), multiple families of lesser means could effectively pool their resources to afford living on a plot of land that could otherwise house only one family.”

Subsidized Housing and School Segregation: Examining the Relationship between Federally Subsidized Affordable Housing and Racial and Economic Isolation in Schools by Jennifer Jellison Holme, Erica Frankenberg, Joanna Sanchez, Kendra Taylor, and Sarah De La Garza (Education Policy Analysis Archives, Nov. 9, 2020) - “Our results illustrate that public housing and Low-Income Housing Tax Credit housing developments are zoned to racially and economically isolated schools and that developments are associated with especially high levels of economic and racial isolation for Black and Latinx students. We conclude by discussing implications for housing and education policy to ameliorate these patterns.”

Report: Single-Family Zoning Dominates Bay Area Housing, Presenting Barrier to Integration (Othering & Belonging Institute, Aug. 11, 2020) - "The prevalence and over-abundance of this type of restrictive zoning is a direct impediment to the development of affordable housing and certain types of housing, including dense, multi-family housing, that make integration feasible and segregation more difficult to sustain. Without addressing this problem, an integration agenda is out of reach."

  • Lawmakers Push to Ban '1619 Project' From Schools by Sarah Schwartz (Education Week, Feb. 3) - "'Whether these bills pass or not, they demonstrate the persistence of backlash to curricula that center Black history and Black stories,' said Stephanie P. Jones, an assistant professor of education at Grinnell College. Attempts to gloss over the more challenging parts of the country’s story in schools didn’t start with the Trump presidency, and they won’t end with its conclusion, Jones said."

  • Howard University School of Law, the Pulitzer Center, and the University of Miami School of Law will partner for the first in a series of sessions as part of The 1619 Project Law School Initiative at 12:30 pm EST on Friday, Feb. 26. The first conversation will examine legal education in the context of The 1619 Project.

  • Missing in School Reopening Plans: Black Families’ Trust by Eliza Shapiro, Erica L. Green, and Juliana Kim (New York Times, Feb. 1) - "Acknowledging the damage done by past federal policies and committing to healing are welcome first steps on the long and difficult path ahead toward long-overdue housing justice. Following the evidence will be the next."

Californians for Justice
The Century Foundation
City Garden Montessori
Communities for a Just Schools Fund
The Education for Liberation Network (EdLib)
The Funders' Collaborative on Youth Organizing
Learning Policy Institute
Mosaic Project
National Education Association (NEA)
National Equity Project
Othering & Belonging Institute
Padres & Jovenes Unidos
Swarthmore College
University of Connecticut, School of Law
4/5 - 4/9
Magnet Schools of America
Othering & Belonging Institute
Check out our conferences listing page, which is evolving given the COVID-19 crisis.
Please let us know of upcoming events, by emailing school-diversity@prrac.org.
NAACP Legal Defense and Educational Fund * Mexican American Legal Defense and Educational Fund  American Civil Liberties Union * Poverty & Race Research Action Council * Lawyers' Committee for Civil Rights Under Law * Asian American Legal Defense and Education Fund * Magnet Schools of America * One Nation Indivisible * Southern Poverty Law Center * Charles Hamilton Houston Institute for Race and Justice at Harvard Law School * Civil Rights Project/Proyecto Derechos Civiles at UCLA * Campaign for Educational Equity, Teachers College, Columbia University * University of North Carolina Center for Civil Rights * Kirwan Institute for the Study of Race and Ethnicity at the Ohio State University * The Othering & Belonging Institute * Education Rights Center, Howard University School of Law * Institute on Metropolitan Opportunity at the University of Minnesota Law School * Education Law Center * New York Appleseed * Sheff Movement Coalition * Voluntary Interdistrict Choice Corporation * ERASE Racism * Chicago Lawyers' Committee * Empire Justice Center * IntegrateNYC * Intercultural Development Research Association * Reimagining Integration: The Diverse and Equitable Schools Project at the Harvard Graduate School of Education * Institute for Social Progress at Wayne County Community College District * Center on Law in Metropolitan Equity at Rutgers Law School * Equity Assistance Center (Region II) at Touro College * IntegratedSchools.org * The Office of Transformation and Innovation at the Dallas Independent School District * Live Baltimore * Maryland Equity Project Center for Education and Civil Rights * National Center for Montessori in the Public Sector * The Center for Diversity and Equality in Education at Rutgers University * Being Black at School * UnifiEd * The Sillerman Center for the Advancement of Philanthropy Public Advocacy for Kids * The Metropolitan Center for Research on Equity and the Transformation of Schools * The School Desegregation Notebook * Temperament, Affect, and Behavior in Schools (TABS) Lab * Fair Housing Justice Center, Inc. * Metropolitan Council for Educational Opportunity, Inc. (METCO) * Learn Together, Live Together * Beloved Community * Chicago United for Equity * Learning Policy Center * Public School Forum of North Carolina * The Bell North Carolina Justice Center * The Bridges Collaborative at The Century Foundation *
Contact Us
 National Coalition on School Diversity
c/o Poverty and Race Research Action Council
Mailing Address: 740 15th St. NW #300
Washington, DC 20005
Phone: 202-544-5066