NPR's Steve Inskeep talks to Richard Rothstein of the Economic Policy Institute about what he calls "government-sponsored segregation," and how it has led to police-community tensions.
In Baltimore in 1910, a black Yale law school graduate purchased a home in a previously all-white neighborhood. The Baltimore city government reacted by adopting a residential segregation ordinance, restricting African Americans to designated blocks.
Eleven Atlanta educators, convicted and imprisoned, have taken the fall for systematic cheating on standardized tests in American education. Such cheating is widespread, as is similar corruption in any institution—whether health care, criminal justice, the Veterans Administration, or others—where top policymakers try to manage their institutions with simple quantitative measures that distort the institution’s goals.
Last week, Stuart Butler and Jonathan Grabinsky of the Brookings Institution published a web-memorandum describing “Segregation and Concentrated Poverty in the Nation’s Capital.” It showed that racial segregation has not diminished in Washington, D.C.
EPI research associate Richard Rothstein spoke at the City Club of Cleveland about concentrated poverty and segregation in American schools.
The U.S. Supreme Court could be on the verge of issuing a major setback to racial integration efforts. In two weeks, it will hear oral arguments regarding whether the federal government and states should be permitted to pursue policies that perpetuate or exacerbate racial segregation in housing—even where no intent to segregate is proven.
A ruling in a case coming before the U.S. Supreme Court January 21 may make it even more difficult to fight segregation in many areas of American life by requiring civil rights plaintiffs to prove that defendants consciously intended to discriminate.
EPI research associate Richard Rothstein discusses race- vs. class-based affirmative action with Sheryll Cashin, professor of Law at Georgetown Law School, President of Vassar College Catharine Bond Hill and Lia Epperson, professor of Law at Washington College of Law at American University at EPI’s Should Affirmative Action be Colorblind?
Publication in: Race and Social Problems 6 (4), December 2014.
Social and economic disadvantage – not only poverty, but a host of associated conditions – depresses student performance.
In an article just published in the journal Race and Social Policy, I reviewed why education policy is inseparable from civil rights policy.
I’ve spent several years studying the evolution of residential segregation nationwide, motivated in part by convictions that the black-white achievement gap cannot be closed while low-income black children are isolated in segregated schools, that schools cannot be integrated unless neighborhoods are integrated, and that neighborhoods cannot be integrated unless we remedy the public policies that have created and support neighborhood segregation.
The conditions that created Ferguson cannot be addressed without remedying a century of public policies that segregated our metropolitan landscape.
http://www.epi.org/files/2014/WPFW-Rothstein-08-20-2014-edited.mp3EPI’s Richard Rothstein appeared on WPFW-FM’s Community Watch and Comment show with host David Rabin on August 19, 2014 to discuss why race-conscious affirmative action programs for selective universities are still necessary, and why “race-neutral” alternatives developed to accommodate to the Supreme Court’s requirements cannot overcome the under-representation of African Americans resulting from a state-sponsored racial class system.
The Supreme Court has nearly abolished the obligation of selective colleges and universities to give an advantage in admissions to African Americans, as a way to compensate for centuries of racially discriminatory public policy.
In the current issue of The American Prospect, I charge that many liberals and civil rights advocates have been too quick to accommodate to a reactionary Supreme Court plurality that considers the nation’s racial problems to be solved or beyond remedy.
Focusing college-student recruitment on poor neighborhoods can overlook middle-class African Americans entitled to affirmative action.
EPI’s Richard Rothstein appeared at the Schomburg Center for Black Culture, a division of the New York Public Library, in New York City on June 3, 2014
Rothstein spoke about concentrated poverty with Patrick Sharkey of New York University and Ta-Nehisi Coates, National correspondent at The Atlantic.
May 17 is the 60th anniversary of Brown v. Board of Education, the U.S. Supreme Court’s 1954 decision that prohibited Southern states from segregating schools by race.
Research Associate, Economic Policy Institute; Senior Fellow, Chief Justice Earl Warren Institute on Law and Social Policy at the University of California (Berkeley) School of Law.
Conventional wisdom holds that the American workforce lacks the specialized skills that employers are looking for, and that this “skills gap” is the main, if not the only, explanation for our persistently high unemployment rate—especially our long-term unemployment rate.
Are African Americans disadvantaged—for example, having lower school achievement—because they have lower family incomes, on average, than whites, or because they continue to suffer from an American caste system based on race?
Richard Rothstein presented research at the Atlantic’s Reinventing the War on Poverty conference on March 6th. Watch the video on Fora.tv.
A presentation to the Atlantic Live Conference, Reinventing the War on Poverty, March 6, 2014, Washington, D.C.
Education Policy is Housing Policy
We cannot substantially improve the performance of the poorest African American students – the “truly disadvantaged,” in William Julius Wilson’s phrase – by school reform alone.
A presentation to the National Assessment Governing Board’s 25 Anniversary Celebration, February 26, 2014, Washington, D.C.
Contemporary education policy, whatever else it may or may not have accomplished, has narrowed the school curriculum by holding schools accountable primarily for their student scores in math and reading.
Education policy in both the Bush and Obama administrations has suffered from failure to acknowledge a critical principle of performance evaluation in all fields, public and private—if an institution has multiple goals but is held accountable only for some, its agents, acting rationally, will increase attention paid to goals for which they are evaluated, and diminish attention to those, perhaps equally important, for which they are not evaluated.
In the current issue of The American Prospect, I review Patrick Sharkey’s Stuck in Place, a 2013 book that helps explain the persistent failure of educational policy to spur the upward mobility of low-income African American youth.
In the last week, we’ve paid great attention to Nelson Mandela’s call for forgiveness and reconciliation between South Africa’s former white rulers and its exploited black majority.
This article first appeared in School Administrator.
To much of the public, it’s self-evident that public schools are “failing” when large achievement gaps separate middle-class white and low-income minority youth.
National average scores of students on the 2012 Program for International Student Assessment (PISA) will be released Tuesday, and we urge commentators and education policymakers to avoid jumping to quick conclusions from a superficial “horse race” examination of these scores.
Earlier this year, we published an analysis of international test score data in which we showed that these data hide many complex issues, and that glib conclusions regarding the meaning and policy implications of international test data should be avoided.