How one city made gains on school integration without trying
How one city made gains on school integration without trying
Most of America’s major cities have made little to no progress reducing racial segregation in their public schools over recent decades. Many have slid backward, and are more polarized today than they were at the turn of the century.
These challenges were highlighted in Nikole Hannah-Jones’s wrenching New York Times Magazine piece in September about her experience sending her daughter to poor, intensely segregated public schools in New York City as part of a campaign to fix them — only for her child to fall behind in her education and demand a change to a more selective school with few Black and Hispanic students. The essay ends with both the writer and subject frustrated: Hannah-Jones with the seemingly insurmountable barriers to improving and integrating schools, and her daughter, with the burden of confronting these structural barriers on her own.
But Washington, DC, the city I’ve called home on and off for most of my adult life, is one of the few standout exceptions to these trends.
During the 2000s and 2010s, its public schools underwent a dramatic set of reforms that helped improve teaching and student achievement. At the same time, the number of white students leapt up, and the share of schools that had been almost uniformly Black or Hispanic plummeted by about 20 percentage points, the largest drop among the country’s 50 biggest cities.
Recently, I called Kaya Henderson, DC’s former top schools official, to ask about that era of progress, and whether she thought the policies she implemented had helped encourage integration. If not, what had? Her answer surprised me a bit: It simply wasn’t a question she had ever really pondered.
“For me, integration was never the point,” Henderson said. “Giving our citizens of the district, no matter where they come from or what they look like, a high-quality school system, that was the point.”
It’s always perilous to read too much into a single example of success in education. Each state and school district is different, and seemingly small differences in how reforms are implemented can make or break them.
Each state and school district is different, and seemingly small differences in how reforms are implemented can make or break them.
But I think DC’s story is an instructive and hopeful counterpoint to the pessimism that seemed to pervade Hannah-Jones’s discourse-devouring essay. Having witnessed the dysfunction of these schools firsthand and concluding she was wrong to sacrifice her daughter’s education in a noble attempt to address it, Hannah-Jones doesn’t offer any explicit solutions. But she does seem to suggest that we won’t be able to fix the deep-seated problems in our education system unless we find a way to end de facto segregation, which she has long argued is a critical prerequisite to improving school quality for historically disadvantaged minority students. In her media tour, she has been more explicit, calling for New York City Mayor Zohran Mamdani to produce “a plan to address and dismantle school segregation in the city.”
“Nothing can help the working class change its material condition more than actually having access to an equal and quality education,” she told radio host Brian Lehrer.
I agree with much of that sentiment. But I can’t help but feel like Hannah-Jones is reversing the order of operations. As DC’s example suggests, the most realistic way to desegregate our schools today might actually be to focus on improving their results first. We don’t need to wait. And while Hannah-Jones famously sought to do that by rallying better-off parents to enroll and advocate for their children on a school-by-school basis, DC shows that, with the right plan, school administrators and teachers can deliver gains as well.
Integrating schools is hard
One of the many reasons integrating public schools has proven so historically difficult is that most modern-day segregation is driven by differences between districts, rather than within them. Well-to-do and white families decamp to wealthy suburbs when it’s time for kindergarten or middle school, while Black and Hispanic families remain within city limits, or in working-class suburbs.
Overcoming municipal boundaries tends to be an insurmountable challenge, both politically and legally. Forced bussing was never popular, and in 1974, the Supreme Court ruled that court-issued integration orders that required swapping students between districts were effectively unconstitutional, taking away one of the few tools activists thought they had to break through borders.
Today, ideas like redrawing school boundaries to make them more diverse poll well when Americans are asked about them in the abstract, but it’s at best unclear how many suburbanites would tolerate such a thing if it was proposed in their town.
Those sorts of options were never available to DC, anyway. It’s a politically isolated city bordered by neighbor-state suburbs like Arlington, Virginia, and Montgomery County, Maryland, where the region’s well-off professionals have long moved for the school systems. The only way to meaningfully integrate its own schools racially and economically was to lure more white or high-earning families into the district and keep them there.
How DC saw a major drop in segregated schools
And that is in fact what happened.
Starting in the early 2000s, DC’s population started to balloon with Gen X and millennial professionals of all races, which had the net effect of raising the overall share of white residents. Many flocked to the city after the financial crisis and Great Recession, since Washington was one of the few places where jobs remained plentiful. And they eventually set down roots. Public school enrollment — including both charters and traditional schools — grew alongside the city’s population, and the share of those students who were white jumped from 3.9 percent in 2000 to 13.7 percent in 2023.
The influx led to a large drop in the number of what the Civil Rights Project at UCLA has defined as “intensely segregated” schools — where fewer than one in 10 students are white. In 2000, 90 percent of DC’s traditional public and charter schools fell into that category, the most of any district covering the country’s 50 largest cities, according to data from the Segregation Tracking Project at Stanford’s Educational Opportunity Project. By 2023, it had fallen to 69 percent, leaving it in the middle of the pack.
Over that same period, only five of the 50 largest saw any decline at all.
I don’t want to oversell DC’s progress. It went from among the worst in the country on this measure to looking more like a typical urban school district — similar to New York City today, where 71 percent of schools remain “intensely segregated.” I doubt many are satisfied with that status quo. There are also obvious downsides to the kind of gentrification that made these gains possible — the city lost thousands of Black families during the 21st century to rising housing prices (though the decline was even larger in the ’80s and ’90s, as its economy was in collapse).
DC’s white students still tend to cluster in public schools serving affluent neighborhoods, such as Capitol Hill or the famously leafy areas west of Rock Creek Park, and there are vanishingly few white families in the city’s poorest wards, east of the Anacostia River. Using the Segregation Tracking Project’s “normalized exposure” index, I found that there were only three other large cities where white students were spread less evenly across their school district. But because white enrollment grew so much, it still spilled out of those enclaves, and helped diversify schools that had previously been overwhelmingly low-income, Black, and Hispanic. As a result, the city became a rare example of progress on one of America’s most stubborn social ills.
The city’s school performance improved
During the same period in which its schools became less segregated, DC was also embarking on a high-profile education reform effort.
That drive began with the arrival of charter schools in the late 1990s, which put new competitive pressure on the district’s traditional public schools; today the charter sector teaches almost half of the city’s students. But the pace of reforms hastened after 2007 when then-Mayor Adrian Fenty took control of the city’s schools. His major changes included a controversial pay-for-performance system for teachers known as IMPACT, as well as stronger curriculum standards tied to the Common Core. Later leaders adopted more rigorous standardized tests that allowed parents to easily compare results between schools, a single citywide school lottery, and the city’s much celebrated universal pre-K program.
These changes did not work miracles — but they did lead to a major rise in students’ reading and math scores. DC became the fastest-improving large urban school district in the country on the National Assessment of Educational Progress (NAEP), considered the gold standard for measuring learning gains, with both Black and white students seeing significant progress. Again, this was largely a game of catchup: Washington went from among the very worst performing urban school districts on the NAEP to matching the large city average. But it led to a broad sense that schools were on the upswing.
It’s difficult, and maybe impossible, to say how much any one of the reform policies actually affected parents’ decisions to stay in the city, or helped reduce segregation in schools. Some have had an obvious impact: DC’s universal pre-K program, which began in 2008, anchors professional families here when their children are young, then acts as a funnel into the public school system. Others are probably less consequential on their own: Studies have found that centralized lotteries like the one DC adopted have only small impacts on integration.
Regardless, the total package seems to have worked. It’s theoretically possible that the army of Sweetgreen-chomping, DC-Brau-chugging millennials who showed up to DC in the Obama era would have decided to raise their kids here no matter what the state of the city’s schools had been. The more reasonable reading, however, is that DC created a virtuous cycle, by taking steps to improve its K-12 system just as its economy was attracting a new influx of relatively well-off transplants. One telling fact: While the number of white children in DC roughly doubled in this time, the number in public and charter schools more than quadrupled, meaning parents were choosing to send them at higher rates.
Still, it’s a model, one that shows how a city can change the makeup of its school system when it realistically can’t just make kids commute in from the suburbs.
It seems telling that one of the only other cities to see similar declines in segregation, Atlanta, put a similar emphasis on education reform early in the century. Although those efforts were eventually sidetracked by a cheating scandal in which schools and teachers were caught faking standardized test scores, it did notch real improvements, as shown on the NAEP.
Some will ask how much of a model DC can really be, given the uniqueness of its circumstances — not every city will have a chance to capitalize on a boom in young professionals. Still, it’s a model, one that shows how a city can change the makeup of its school system when it realistically can’t just make kids commute in from the suburbs.
What Henderson, who served as DC schools chancellor between 2010 and 2016, emphasized to me was that insofar as DC has succeeded more than other cities at integrating in its schools, it was at best a side effect of education reform policies, rather than an explicit goal. At one point in our chat, I started reading a few of the stats I had dug up about the decline in “intense” segregation before she stopped me.
“I don’t even know if people collected that kind of data,” she said. “We prided ourselves on ‘what gets measured, gets done.’ If integration was a goal, that would have showed up on some of my [performance indicators]. And we just literally never had that conversation.” I suspect she was exaggerating slightly — Henderson and her deputy celebrated DC’s increase in white enrollment back in 2011. But it’s hard to think of a deeper contrast with Hannah-Jones’s view — where unless cities take politically implausible steps to desegregate, we’re doomed to failing children.
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