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Education policy is constrained by housing policy: it is not possible to desegregate schools without desegregating both low-income and affluent neighborhoods.

However, the policy motivation to desegregate neighborhoods is hobbled by a growing ignorance of the nation’s racial history.

In truth, residential segregation’s causes are both knowable and known – twentieth century federal, state and local policies explicitly designed to separate the races and whose effects endure today. Crimes without punishment: White neighbors’ resistance to black entry.

This school segregation mostly reflects neighborhood segregation.

In urban areas, low-income white students are more likely to be integrated into middle-class neighborhoods and less likely to attend school predominantly with other disadvantaged students.

But only 40 percent of white families who lived in the poorest quarter of neighborhoods a generation ago still do so (Sharkey, 2013, p. Black neighborhood poverty is thus more multigenerational while white neighborhood poverty is more episodic; black children in low-income neighborhoods are more likely than others to have parents who also grew up in such neighborhoods.

The implications for children’s chances of success are dramatic: For academic performance, Sharkey uses a scale like the familiar IQ measure, where 100 is the mean and roughly 70 percent of children score about average, between 85 and 115.

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