# data[].attributes.body
Racial segregation increased significantly after busing ended in 1996.

36% of concentrated non-white schools are not in Blue or Green

Segregation corresponds to the neighborhood

Integration corresponds to higher school performance

Segregation corresponds to lower school performance

# data[].attributes.body
Researching the role of charter schools and allocated funding

# data[].attributes.body
Lower High School Completion Rates: Schools segregated by students of color and low SES consistently have lower four-year high school completion rates compared to district averages across all student populations.

# data[].attributes.body
Resource Inequity

Lack of Support Programs

Disproportionate Representation

Impact on Marginalized Students

Systemic Inequality

Educational Segregation

Unbalanced Intervention Tiers

# data[].attributes.body
The extreme differences in achievement outcomes between segregated schools suggest that students in these schools are not provided with the same educational opportunities and resources as their peers in more privileged schools.

# data[].attributes.body
The findings highlight the intersection of racial and socioeconomic segregation in education. Attendance trends correlating with race and SES reflect ongoing racial and economic divides within the educational system.

# data[].attributes.body
Difficulty in retaining effective teachers - particularly effective teachers of color - in school segregated by SOC is a multidimensional challenge. Teacher retention is an instructional, institutional, and systems challenge

# data[].attributes.body
Ditto teacher retention

# data[].attributes.body
Tell me about a time when you felt successful.

Can you share a story about a time when you felt included or excluded in a school activity or program?

Can you tell me about a time when you felt especially supported or unsupported at your school?

# data[].attributes.body
What success have you observed in your students and what factors do you believe contributed to these successes?

# data[].attributes.body
How do you feel when you have to make do with limited resources in your classroom?

Can you share a story about a time when you saw a student significantly benefit or struggle due to the available resources or lack thereof?

How do you feel about the differences in support and resources among schools in your district?

# data[].attributes.body
How have you included student voice and teacher voice in your decision-making?

Can you share an example of a policy or program that you felt made a real difference in your school?

How do you feel about the current state of equity and inclusion in your school?

# data[].attributes.body
What positive changes have you noticed in your child since they started (this) class?

# data[].attributes.body
Access to learning materials

Maintaining connections to trusted adults with teachers changing

Feeling included or a sense of belonging

Feeling like they matter - feeling less than

# data[].attributes.body
Punitive accountability measures

A lot asks, not enough support

# data[].attributes.body
Retention

Capacity

Connection to influence

Work-life balance

Personal finances

# data[].attributes.body
Connecting identity to role and position and that being a positive or negative connection

# data[].attributes.body
The reality is that we are working with systems that weaponize bureaucracy against marginalized communities.

The systems tell you you're not connected or valued.

# data[].attributes.body
Teacher capacity is different then student capacity but they're connected.

# data[].attributes.body
Access to resources

Resource allocation

Schools that are achieving this can afford to spend on value-added materials (PD, materials, etc.)

Underachieving schools have to use resources to get by.

# data[].attributes.body
In DPS, systemic racial, socioeconomic, and language segregation has led to significant disparities in student achievement.