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In 1954, the landmark Supreme Court ruling in Brown v. Board of Education found that a 鈥渟eparate, but equal鈥� education was unconstitutional and ordered U.S. public schools to desegregate. However, as we approach the 70th anniversary of this ruling, U.S. schools are far from integrated. In fact, shows that many U.S. schools remain deeply divided along racial, ethnic and economic lines, despite increasing diversity in the student population.
鈥淭his deepening segregation has serious and lasting effects on students, families and communities,鈥� said , president of the (AIR), a nonpartisan, not-for-profit institution headquartered in Arlington, Virginia that conducts behavioral and social science research and delivers technical assistance domestically and globally. 鈥淓ducational inequity is a self-perpetuating ecosystem that needs to be systematically examined and dismantled,鈥� said Heppen, a researcher and expert in education policy and practice.
Improving education is core to AIR鈥檚 work with its clients and communities, as well as a key area of focus for the , the institution鈥檚 five-year, $105 million investment in addressing the effects of segregation by race and place through research, grant-making, partnerships and other activities.
鈥淚ncreasing opportunities and improving outcomes will take collaboration among all facets of our communities鈥攕chools, housing, public safety, social services and more,鈥� said , vice president and executive director of the AIR Equity Initiative. 鈥淲e are working to actively build structures and systems that forge integration and create educational equity.鈥�
Segregation results in disparate academic outcomes, opportunities and experiences for many students. For instance, data from the National Center for Education Statistics shows that schools where more than 75 percent of the attendees were students of color than other schools. This is a concern because that discipline measures such as suspensions and expulsions have negative effects on students鈥� academic outcomes and attendance, and do little to change future behavior.
With Equity Initiative funding, AIR researchers are of the Bridges Collaborative, which connects school districts, housing organizations and other groups to collaborate and learn from each other on strategies to integrate schools. (.)
Academic gaps and a road to recovery
The COVID-19 pandemic has exacerbated long-standing inequities in U.S. schools. This was seen vividly in the most recent mathematics and reading scores from the National Assessment of Educational Progress, a federally administered test given to a nationally representative sample of students across the U.S. Scores fell or stagnated, and gaps among different racial and ethnic subgroups widened.
Academic recovery efforts, such as extended learning time and tutoring, have made some headway, but not enough, according to research from AIR鈥檚 , NWEA and Harvard University. such programs are working, most schools and districts have not been able to implement interventions at the scale needed to counter widespread learning losses.
Two complementary AIR projects are helping researchers and practitioners understand and address the effects of the pandemic.
罢丑别听 aims to collect evidence about practices that can promote student academic recovery, particularly among students from marginalized groups and those who experienced learning challenges prior to the pandemic. AIR leads the network, which is funded by the Institute of Education Sciences (IES) at the U.S. Department of Education.
AIR is also studying how states, districts and communities responded to the pandemic through the project, funded by the Bill & Melinda Gates Foundation and the AIR Equity Initiative. The , an interactive data tool AIR designed as part of the project, helps policymakers and educators analyze pre- and post-pandemic student enrollment trends by locality.
鈥淭hese projects aim to bring together the research communities, so that we can speak with a clear voice about how to interpret the research and share evidence-informed recommendations that can help guide policymakers,鈥� said , an AIR Institute Fellow who is leading this work.
Putting evidence into action
While data can provide decisionmakers with some insight into where they should focus or how they may tackle educational inequities, help may be needed to put that evidence into action.
Through the (REL), funded by IES, AIR collaborates with states, school districts and communities in two U.S. regions to identify and ameliorate challenges. For instance, in Chicago, a is working with educators from Jonathan Burr Elementary School to implement evidence-based math engagement strategies and better prepare students for success in advanced math. And a team at REL Southwest is working with the Arkansas Department of Education can encourage families to access literacy resources. These are just a couple of examples of how AIR is working with states and communities to improve educational opportunities.
鈥淲e not only want to generate high-quality evidence about what works to improve educational equity, we also want to help schools, districts and communities put that evidence to work,鈥� Heppen said. 鈥淭hat is how we can achieve our mission and improve people鈥檚 lives today and in the future.鈥�
