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Kelly Scott

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I have known about this since about 2018/2019... about a year after I moved to Fresno. My real first reaction was "Wow, there are like no white people in Fresno." But then, my husband educated me. You see, we were living in south-west Fresno, where he was born and raised and where most of his family still lived. Until that time, I didn't even realize there was a whole other section of town far north and east. Over the years, the still highly visible segregation by race and class, has been unavoidable. Recently, at FUSD's new hire orientation, they had all of the new hires read and react to this article. I felt glad that the newcomers (some of which were transfers from Clovis) were being exposed to this history. Unfortunately, during the presentation and discussion, some of those transfer employees were being disrespectful to the presenter(s). Times change, but sometimes (more often than we like to admit), people don't.

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My view is that there needs to be a willing and enthusiastic approach to bringing equity in city development, including but not limited to educational facilities and supplies not being exclusively funded by local tax brackets and zone. All FUSD facilities and city planning budgets should be equitably dispersed, with more funding allocated to areas that have been socioeconomically marginalized for longer, and then adjusted toward a more even distribution once equity has been well established.

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I think because this was part of a required training in my district, I view it as one that is intended to bring equity into action from the front lines. If all staff are taught the history and lasting impact, it is possible that in time, as those teachers and staff stay, their experience in light of the history can inform their instruction and decision-making in whatever professional spaces they may find themselves in.

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Mukda Soumphonphakdy

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I don't recall ever seeing this map before, but I have heard about the concept being talked about in passing. However, I always thought to myself that it was always interesting how all the land east of the train tracks kept developing, but the west side barely did. Interestingly, but unsurprisingly, since I work for Central Unified, it's quite easy for me to see the wealth gaps between schools in the southernmost part of the district and those in the northernmost part (over the train tracks). The response in education varies and that may be due to the wealth inequality.

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The reading made me think about how the city is still "improving" east of the train tracks, which leaves the west underdeveloped. Over the past couple of years, I have seen an increase in construction for single-family homes and a rise in school populations here, but the negatives are the areas surrounding the schools. Schools are generally funded with property taxes based on the income levels which directly impact the available resources a school has or the population that attends the school. City planning should take into consideration how to provide an equitable environment that can serve all populations and avoid grouping certain types of housing to a single area.

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How this makes me view my school district is that even though there are resources available to serve low-income students, it doesn't change how there isn't much talk about the surrounding income affecting the academics and school involvement of students at these higher-income schools. From what I've witnessed, the higher-income students generally have more involved families and the lower-income do not. My question is: What can my district do to promote higher and engaged learning amongst all income levels?

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I had never heard of the Mason-Dixon Line before, and I was surprised to learn how it became such a powerful symbol in American history. It’s interesting that a simple border line later represented the huge divide over slavery in the United States. This shows how geography and politics can become deeply connected.

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Learning about the Mason-Dixon Line helps me see how historical boundaries can shape the growth and identity of cities. Cities north of the line often developed differently from those in the south, especially in terms of industry, culture, and laws about slavery. It makes me realize that city development isn’t just about location—it’s also shaped by history and political decisions.

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Learning about the Mason-Dixon Line reminds me that schools and districts are also shaped by deeper historical and social forces. Just like regions were once divided by beliefs and policies, our schools today reflect past and present decisions about equity, access, and community values. It makes me think about how important it is to create inclusive spaces that learn from history rather than repeat it.

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I was struck by how clearly it shows that redlining isn’t just a thing of the past it’s something that still affects people’s lives today. To me, it’s eye-opening to see how a policy that was officially banned more than 50 years ago still shapes where people live, the quality of their schools, and even their health. I hadn’t realized how something as simple as a highway, like Fresno’s Highway 99, could act as such a strong dividing line between privilege and struggle.

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Learning about the lasting effects of redlining in Fresno has changed the way I think about city development. I used to see city planning as mostly about building roads, zoning areas, new businesses, but now I understand that it also involves deep issues of equity and justice. This article made it clear to me that the way a city is designed can either help break the cycle of poverty or reinforce it. Seeing how the south side of Fresno continues to be overlooked in terms of money, while the north thrives, made me realize that development decisions aren’t always neutral, they often benefit certain groups while leaving others behind.