In the decades since Civil Rights-era desegregation policies, school systems have become increasingly more segregated, leading to concentrated poverty and a cycle of poverty. This report is a policy proposal to re-integrate school systems in an attempt to fulfill the promise of the desegregation policies of the past.
Read MoreNorfolk's poverty rate was double the national average and in 2014 the City issued a comprehensive, holistic approach to address concentrated poverty and the cycle of poverty in Norfolk. The report develops concrete steps the City will undertake to alleviate poverty through education, workforce development and neighborhood revitalization.
Read MoreA profile of the Eden Housing collaboration with the Partnership for Children and Youth by the National Housing Conference.
Read MoreA new report by EdBuild ranks the school district boundaries that most sharply divide student populations by poverty rate.
Read MoreThis Century Foundation 2016 white paper outlines the numerous benefits of integrating schools socioeconomically and racially.
Read MoreThe County Health Rankings & Roadmaps program, a collaboration between the Robert Wood Johnson Foundation and the University of Wisconsin Population Health Institute, highlights the many social and economic factors which influence health, and provides resources to help communities take action.
Read MoreThis new study supported in part by the Center for Poverty Research has found that redistricting can increase educational inequality, increase segregation within schools and hurt already disadvantaged students and communities.
Read MoreThis report from the University of Minnesota's Center for Advanced Studies on Child Welfare looks at the educational outcomes of children in family supportive housing. The study compares the academic performance of 70 students in supportive housing versus 342 homeless students.
Read MoreThis report examines 11 Inclusionary Zoning programs across the United States to determine the extent to which the policies serve lower-income families and provide IZ recipients with access to low-poverty neighborhoods and residentially assign them to high-performing schools, thereby promoting the academic achievement and educational attainment of their children.
Read MoreThis 2009 Urban Institute report explores the relative effects of school and neighborhood characteristics on student achievement.
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