racial diversity in maine's schools jennifer ayscue the civil rights project, ucla april 2,...
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Overview
• Why does diversity matter?
• What are the enrollment and segregation trends in Maine’s public schools?
• What are the trends in Portland and Lewiston?
• How can Maine plan for increasing diversity in schools?
Harms of Segregation• Unequal opportunities
• Teachers• Classmates• Curriculum
• Unequal outcomes
• Academic performance• Drop-out rates• Success in college
Racial Transition• Portland
• 2000: 2.6% black• 2010: 7.1% black
•Lewiston• 2000: 1.1% black• 2010: 8.7% black
• Between 1980 and 2005, diverse areas in the nation’s 50 largest metros were more likely to become predominantly nonwhite than to remain diverse
• 1 out of 5 suburban school districts in the 25 largest metro areas are experiencing rapid racial change
Enrollment Total
EnrollmentMaine 1989-1990 213,5141999-2000 209,0352010-2011 183,4272012-2013 179,323
Northeast 1989-1990 6,940,1351999-2000 8,007,8042010-2011 7,780,729
Nation 1989-1990 39,937,1351999-2000 46,737,3412010-2011 48,782,384
Enrollment by Race, Maine
97.6
0.70.8 0.4 0.5
92.5
1.81.1 1.5
3.1
White
Black
Asian
Latino
Other
1989-1990
2010-2011
Very Few Minority Segregated Schools in Maine
• 0.8% of Maine’s schools are majority minority
• No intensely segregated schools
• No apartheid schools
Racial Composition of Typical Student’s School, Maine, 2010-2011
White Student
Black Student
Latino Student
Asian Student
0
20
40
60
80
100
93.377.1 87.6 83.6
1.5 13.7 3.8 7.91 4.9 2 4.61.4 3.1 2.8 2.6
2.8 1.2 3.8 1.3
White Black Asian Latino Other
Double Segregation by Race and Poverty
• Less than ½ of the students in Maine are low income
• More than ¾ of the students in majority minority schools are low income
Socioeconomic Composition of Typical Student’s School, Maine,
2010-2011
Series10
10
20
30
40
50
60
45 42.6
50.546.2 45.7 % Low Income
White Exposure to Low IncomeBlack Exposure to Low IncomeLatino Exposure to Low IncomeAsian Exposure to Low Income
Key Findings, Maine
• Decreasing enrollment size
• Increasing racial diversity
• Very few segregated schools
• Black students are most segregated
• Double segregation by race and poverty
White Proportion in Metro Districts
1989
1999
2010
YARMOUTH98.6
%98.3
%94.2
%
CAPE ELIZABETH
97.8%
98.1%
93.2%
RSU 15/ MSAD 15
99.0%
98.0%
94.8%
FALMOUTH 98.3%
97.8%
93.7%
WESTBROOK
97.4%
96.0%
86.2%
1989
1999
2010
GORHAM 98.7%
97.4%
96.3%
SOUTH PORTLAND
96.9%
95.3%
84.6%
SCARBOROUGH
99.5%
98.3%
94.7%
PORTLAND 90.5%
84.8%
64.8%
Enrollment by Race, Portland School District, 2012-
2013
61.2
22.7
5.66.8 3.7
White
Black
Latino
Asian
Other
Segregated Schools, Portland Public Schools
• 4 elementary schools are majority minority
• 3 elementary schools are more than 75% white
Key Findings, Portland
• Metro enrollment is increasing in size
• Metro is slightly more diverse than the state
• Portland Public Schools is substantially more diverse than the state and the metro
• 4 of the state’s 5 majority minority schools are in Portland Public Schools
Enrollment by Race, Lewiston Public Schools, 2012-
2013
64.5
29.2
2.8 1.1 2.5
White
Black
Latino
Asian
Other
Segregated Schools, Lewiston Public Schools
• 1 elementary school is majority minority
• 1 elementary school is almost majority minority
• 2 elementary schools are more than 75% white
Conclusions
• Racial diversity is increasing
• Current instances of segregation are modest and localized
Recommendations• Include diversity goals in student assignment policies
• Work with housing agencies
• Adopt regional approaches
• Include civil rights standards with choice options
• Recruit, train, and hire diverse teaching staff
• Provide teacher training about diversity
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