Fighting Education Inequality: Segregation in K-12 Schooling & Legacy Preferences in Higher Education. A talk by Richard D. Kahlenberg, Senior Fellow, The Century Foundation , November 10, 2011 at the Education Law Association, Chicago, Illinois

5. Classmate Characteristics, by School or Student SES a Percentage of schools reporting student acts of disrespect for teachers in classrooms at least once per week. High-poverty refers to schools with 50 percent or more of their students eligible for free or reduced-price lunch; and low-poverty refers to schools with 20% or less of their students eligible for free or reduced-price lunch. b Percentage of students who have attended two or more schools between first and third grades. High-poverty refers to the study’s lowest family income group (family income is less than $10,000). Low-poverty refers to the study’s highest family income group (family income is $50,000 or more). c Number of words in student’s vocabulary by 36 months of age. High-poverty means child is part of a family receiving welfare, and low-poverty means child is part of a professional family. Source: Rachel Dinkes, Emily Forrest Cataldi, and Wendy Lin-Kelly, Indicators of School Crime and Safety: 2008 , National Center for Education Statistics, U.S. Department of Education and U.S. Department of Justice, Washington, D.C., December 2008, Table 7.2, p. 99 (teacher disrespect); U.S. General Accounting Office, Elementary School Children: Many Change Schools Frequently, Harming Their Education (Washington, DC: U.S. General Accounting Office, 1994) (mobility); and Paul Barton and Richard Coley, Windows on Achievement and Inequality (Princeton, NJ: Educational Testing Service, 2008), p. 9, Figure 2 (vocabulary).

6. Parental Involvement, by Student SES Source: 1988 National Educational Longitudinal Study data on PTA membership cited in Richard D. Kahlenberg, All Together Now (Washington, DC: Brookings Institution Press, 2001), p. 62; National Center for Education Statistics, Parent and Family Involvement in Education, 2006-07 School Year , August 2008, p. 9, Table 3 (volunteer and committee service). NCES considers students living in households with incomes below the poverty threshold to be poor, or low-SES. Both studies gauge parental involvement based on the socioeconomic status of students—not schools.

7. Teaching Quality, by School SES Source : U.S. Department of Education, The Condition of Education 2008 (Washington, D.C.: Government Printing Office, 2008), p. 51; Richard M. Ingersoll, cited in “Parsing the Achievement Gap,” Educational Testing Service, 2003, p. 11; Linda Darling-Hammond, “Doing What Matters Most: Investing in Quality Teaching,” National Commission on Teaching and America’s Future, 1997, pp. 25–27.

8. Salary Increase Needed to Counteract Turnover Effects Caused by Differences in Student Characteristics Between Large Urban and Suburban Districts, by Experience Class of Teacher (for Female, Nonminority Teachers) Source: Eric A. Hanushek, John F. Kain, and Steven G. Rivkin, “Why Public Schools Lose Teachers,” Journal of Human Resources 39:2 (2004): 326-54.

10. Bay Area KIPP Net Student Enrollment by Grade Level, from 2003-04 to 2006-07 Note: Although 24% of the original fifth cohort left during or immediately after the school year, roughly 82 new students entered in sixth grade, a common year for making the transition from elementary to middle school. Source : Katrina R. Woodworth, Jane L. David, Roneeta Guha, Haiwen Wang, and Alejandra Lopez-Torkos, “San Francisco Bay Area KIPP Schools: A Study of Early Implementation and Achievement: Final Report,” Center for Education Policy, SRI International, Menlo Park, California, 2008, pp. 12-15, esp. see Exhibit 2-3 on p. 13. The study cites data from the California Department of Education. Four of the five Bay Area KIPP schools are included in this graph; enrollment numbers from the Heartwood Academy are excluded because it began a year later than the other schools and, accordingly, does not have a 2003 cohort of students progressing through these grades in the same timeframe.

11. Impact of Charter Schools on Math Gains in 15 States and D.C. Source: “Multiple Choice: Charter School Performance in 16 States,” Center for Research on Education Outcomes (CREDO), Stanford University, Stanford, CA, June 2009, p. 44, Table 9.

12. Percentage of Public Schools That are Persistently High-Performing, by SES Note : High-poverty is defined as at least 50 percent of students eligible for free or reduced-price lunch; low-poverty is defined as fewer than 50 percent eligible. High-performing is defined as being in the top third in the state in two subjects, in two grades, and over a two-year period. Source : Douglas N. Harris, “Ending the Blame Game on Educational Inequity: A study of ‘High Flying’ Schools and NCLB,” Educational Policy Studies Laboratory, Arizona State University, March 2006, p. 20.

13. National Assessment of Educational Progress 2007, 4th Grade Math Results Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessments of Educational Progress (NAEP), 2007 Math Assessment, Grade 4.

16. Public Housing Students in Green Zone Schools Outperformed Those in Red Zone Schools Source: Heather Schwartz, Housing Policy Is School Policy: Economically Integrative Housing Promotes Academic Success in Montgomery County, Maryland (New York: The Century Foundation, 2010), p. 24, Figure 6.

19. Effect on High School Graduation: Cambridge, Massachusetts, and Boston Four-Year Cohort Graduation Rates, 2008 Source: Massachusetts Department of Elementary and Secondary Education, Cohort 2008 Four-Year Graduation Rates – State Results, < http://www.doe.mass.edu/infoservices/reports/gradrates/08_4yr.html>.

20. Chance of Adult Poverty, by School SES (Controlling for Individual Ability and Family Home Environment) Source: Claude S. Fischer et al., Inequality by Design: Cracking the Bell Curve Myth (Princeton, NJ: Princeton University Press, 1996), p. 84.

26. Spending by Selectivity Note: Selectivity is measured by ranking all colleges according to the national percentile that corresponds with each college’s mean SAT or ACT score. Spending is reported in 2007 dollars. Source : Caroline M. Hoxby, The Changing Selectivity of American Colleges, NBER Working Paper 15446 (Cambridge, MA: National Bureau of Economic Research, 2009), 15.

27. Higher Graduation Rates Note: SAT-equivalent scores are based on SAT scores or equivalent percentile correspondences of ACT scores to SAT equivalence. The correspondence was developed by ETS. Source : Anthony P. Carnevale and Jeff Strohl, “How Increasing College Access Is Increasing Inequality, and What to Do about It,” in Rewarding Strivers: Helping Low-Income Students Succeed in College, Richard D. Kahlenberg, ed., (New York: Century Foundation Press, 2010), 151, Table 3.5. Authors’ analysis of survey data from High School and Beyond, U.S. Department of Education, National Center for Education Statistics, http://nces.ed.gov/surveys/hsb/ . Data limitations Data limitations

28. Higher Earnings Note: Dollar amounts are in 2007 dollars. Source : Anthony P. Carnevale and Jeff Strohl, “How Increasing College Access Is Increasing Inequality, and What to Do about It,” in Rewarding Strivers: Helping Low-Income Students Succeed in College, Richard D. Kahlenberg, ed., (New York: Century Foundation Press, 2010), 149, Figure 3.17. Authors’ calculations from Barron’s Selectivity Rankings, various years; National Education Longitudinal Study: Base Year through Fourth Follow-Up, 1988-2000 (Washington, D.C.: U.S. Dept. of Education, National Center for Education Statistics, 2000).

29. Leadership Note: Undergraduate population data for the 12 schools came from each institution’s website. All population counts are for 2009-2010, except for those from Yale, Cornell, and Northwestern, which are for 2008-2009. Source: Thomas Dye, Who’s Running America? (Upper Saddle River, NJ: Prentice Hall, 2002), 148 . Current Population Survey (Washington, D.C.: U.S. Census Bureau and U.S. Bureau of Labor Statistics, 2008), available at http://www.census.gov/population/www/socdemo/school/cps2008.html , retrieved August 24, 2010.

31. Increased Chances of Admissions for Legacies in Three Studies Child of Undergraduate Alumnus: Legacy Bonus Legacy Bonus Legacy Bonus 1200 1360 40 % 59.7 % 40 % 85.1 % Source: Thomas J. Espenshade, Chang Y. Chung, and Joan L. Walling, “Admission Preferences for Minority Students, Athletes, and Legacies at Elite Universities,” Social Science Quarterly 85, no. 5 (December 2004): 1431. Source: William G. Bowen, Martin A. Kurzweil and Eugene M. Tobin, Equity and Excellence in American Higher Education (Charlottesville, Va.: University of Virginia Press, 2005), 105-06. Source: Michael Hurwitz, “The Impact of Legacy Status on Undergraduate Admissions at Elite Colleges and Universities,” Economics of Education Review 30, Issue 3 (June 2011): pp.480-492, and Elyse Ashburn, “At Elite Colleges, Legacy Status May Count More Than Was Previously Thought,” The Chronicle of Higher Education, January 5, 2011, http://chronicle.com/article/Legacys-Advantage-May-Be/125812/

37. Under-represented Minority Proportions of National Applicant Pool at 18 National Universities, Legacy Pool, and U.S. Population (2005) Source : William G. Bowen, Martin A. Kurzweil, and Eugene M. Tobin, Equity and Excellence in American Higher Education (Charlottesville, VA: Univ. of Virginia Press, 2005), 168 (under-represented minority proportion of entire and legacy applicant pools); applicant pool data from all 18 national schools for which authors had legacy data. U.S. Census Bureau, Population Division, Population Estimates Program, Vintage 2005, July 1, 2005 (minority proportion of U.S. population).

38. Texas A&M Legacy Admits in 2002 Who Otherwise Would Not Have Been Admitted Source : Todd Ackerman, “Legislators Slam A&M over Legacy Admissions,” Houston Chronicle , Jan 4, 2004, A1.

39. Expected vs. Actual Black and Hispanic Enrollment at Top 50 Elite Colleges in 2008 Expected proportion is based on the demographic group’s proportion of the traditional college-aged population. The “Top 50 Colleges” refer to the 50 national universities ranked highest by U.S. News & World Report . Source : U.S. Department of Education, National Center for Education Statistics, IPEDS Peer Analysis System, 2008 Four-year, Not-for-profit and Public, Degree-Granting, Title-IV Participating Institutions; U.S. News & World Report: Best Colleges 2008; U.S. Department of Education, National Center for Education Statistics Digest of Education Statistics (2008), Table 227.