I have nothing but respect for attorney Dan Shulman and believe that he is earnest in his desire to help close the achievement gap in Minnesota ("Suit seeks metro-wide school integration plan," Nov. 6). However, as a Minneapolis resident whose children attended public schools over the past 20 years, I've had an up-close view of the city's educational system. My daughter attended Southwest High School, which has a largely white student population, and my son attended Washburn High, which was predominantly minority at the time. Boundaries determined where my kids went to school, yet at both institutions, minority students were consistently underperforming their white counterparts, even where they were in the majority. Drawing boundary lines alone will not change this.
The problems come before school starts, where children are not made "kindergarten-ready"; where they may not have enough, or healthy food, or where they may not have stable living environments. And although no one wants to say it, they may not have parents who read to them regularly and model good learning habits. The "whiteness" or "wealth" of a district only determines higher achievement because it is a politically correct code for parents who are involved in their children's education. All studies show that, regardless of race, children whose parents are involved and come to school prepared thrive at school.
Instead of just redrawing lines so that minorities attend economically and racially integrated schools, Shulman's legal effort should include seeking money for Head Start, free meals for students and early intervention when students are not making progress at the primary levels of their education. It should also include some expectation that parents of all students, including minority students, accept a level of accountability for their own children's progress at school.
Teri Bentson, Minneapolis
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Over the years, the pendulum in school districts has swung between magnet schools and community schools. Arguments rage over which teachers should have to work in the "challenging" schools. Racial and economic gaps persist in student performance, and lawsuits are occasionally filed, as has happened again, to redraw school boundaries or bus more students. But the problems don't go away.
A better, longer-term solution is to integrate neighborhoods themselves by providing high-density and subsidized housing in all areas throughout our cities. Some of this is happening as minority populations find homes in lower-cost suburban areas, but the pace of change is slow. In any case, I haven't heard much discussion about integrated neighborhoods as the solution to integrating schools.
Most people in my neighborhood are like me — white and well-off. But if the best student experience would be going to school with classmates from a variety of economic and racial backgrounds, couldn't (and shouldn't) the families of these students live side-by-side as well?
Jeff Naylor, Minneapolis
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