This story is about school segregation in the Twin Cities. Myron Orfield from the Institute on Race and Poverty (http://www.irpumn.org) discusses school segregation as an "unnecessary and catastrophic barrier between real and ideal America." According to Orfield, re-segregation is often an unintentional drive for better schools, but it goes to show how bad things can get when no state agency is protecting the rights of children of color. The Choice is Yours program provides an important opportunity for students in segregated Minneapolis schools to attend low-poverty schools in the suburbs. Some districts are pro-integrative and are trying to create opportunities through progressive use of boundaries, but others are less so. The Institute on Race and Poverty released research on disturbing effects of economic and racial segregation in the region.
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| Key Terms |
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| Contribute |
Inadequate |
| Integration |
Metro Area |
| Re-Segregation |
Revitalization |
| Segregation |
Suburbs |
| The Choice is Yours Program |
Underinvested |
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Click here to take a Survey
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| Before Viewing |
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What is school segregation? Do you feel your school is segregated? Why or why not? Is it possible for segregation to develop accidentally?
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| After Viewing |
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- What did you learn about segregation in the Twin Cities? Were you surprised? Why or why not?
- Myron Orfield describes school segregation as "a true tragedy". Why do you think that is? Do you agree?
- How does segregation affect communities of color? White communities? How does it affect all of us?
- What does The Choice is Yours do to provide opportunities for children from poor families? Does it solve the problem of segregation?
- What are examples of progressive uses of district boundaries?
- How can state agencies prevent and reverse segregation? Is it only the responsibility of the state? Who else should be involved?
- How can you be involved?
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| Suggested Activities |
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The Right to Education
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This activity will introduce the right to education, and engage students in discussion about what this right entails and how our education system meets or does not meet the needs of all students.
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- Read to the students or pass around handouts of this excerpt from Article 26 of the Universal Declaration of Human Rights:
- Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.
- Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.
- Divide students into small groups and have them discuss Article 26 in light of what they have learned about school segregation. Discussion questions may include:
- How does school segregation affect the enjoyment of the right to education?
- Does education in segregated schools lead to the full development of the human personality? Why? Why not?
- Does the U.S. fulfill the right to education for all students?
- Discuss and debrief:
Have the groups report back to the larger group with their findings and conclusions. Discuss:
- What did you already know about school segregation?
- What did you learn in this activity?
- What surprised you?
- Do you think your school is segregated?
- Would you like it to be different?
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| Going Further |
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Human Rights Framework
Continue discussing the right to education within the human rights framework. Introduce international human rights documents containing provisions relevant to the right to education:
- Universal Declaration of Human Rights - Article 26
- Convention on the Rights of the Child - Article 28 and 29
Discuss and compare these documents and provisions.
Localizing statistics
Have students research school funding levels in inner-city, suburban, exurban, and rural districts in Minnesota and other states looking for trends. Which states tend to place more funding in areas of high poverty? Which give less funding to poorer districts? In what ways do these areas of particularly high or low funding correlate to districts with high and low levels of racial diversity? One helpful tool in this process might be the Education Fund's annual Funding Gap Report: http://www2.edtrust.org/NR/rdonlyres/5AF8F288-949D-4677-82CF-5A867A8E9153/0/FundingGap2007.pdf;
Summary press release: http://www2.edtrust.org/EdTrust/Press+Room/fundinggap07.htm
Other useful sites:
1. Twin Cities Compass www.tccompass.org
2. Mind the Gap Report www.brookings.edu/~/media/Files/rc/reports/2005/10cities_sohmer/20051027_mindthegap.pdf
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