I turned in the revisions of my book to my publisher yesterday (!), so my plan for the next few weeks is to get back into the swing of daily journalism. So.
Over at Slate, Tanner Colby is writing a series on "The Massive Liberal Failure on Race." His first entry was "how the left’s embrace of busing hurt the cause of integration."
Colby is right to point out that the progressive meme of "resegregation" of the nation's schools is flawed, because controversies over busing in the 1960s and 1970s meant the nation never fully implemented desegregation in the first place. He then concludes, "So far, nobody seems to have a solution that works" in terms of educating children of different races and classes together. That, however, is not really true. Here are some of the things that have worked:
Recognizing that housing policy is schools policy. When neighborhoods integrate with mixed-income housing, schools integrate and test scores go up. Because more and more Americans in their 30s are choosing to put down roots in diverse urban neighborhoods, this presents an amazing policy opportunity to foster integrated schools. Charter schools like the Larchmont network in Los Angeles, Community Roots in Brooklyn, and Charles Drew in Atlanta are embracing integration as part of their missions, and are popular with families across lines of race and class. Last month President Obama signed an executive order to allow charter schools that receive federal funding to weight their admissions lotteries in order to create diverse student bodies.
Where busing is used, make it a matter of choice. Colby writes about an urban-suburban busing program that didn't work in Kansas City. But such programs are often quite popular: In Boston, Hartford, Milwaukee, and other regions, there are tens of thousands of children on waiting lists for voluntary inter-district transfers.
When I began reporting on education in 2006, desegregation was seen as hopelessly outdated. Today there is actually growing consensus around the wisdom of integrating schools at the classroom level. (That means not using "gifted" or AP tracks as de facto tracking programs for affluent kids). So while it's important to acknowledge busing's flawed history, we need to bring this conversation into the present, too, and explore creative policy solutions to the problem of American children growing up without enough meaningful contact with children from backgrounds different than their own.