RACIAL DIVERSITY IN MAINE'S SCHOOLS

Jennifer Ayscue

The Civil Rights Project, UCLA

April 2, 2015

Overview

• Why does diversity matter?

• What are the enrollment and segregation trends in Maine’s public schools?

• What are the trends in Portland and Lewiston?

• How can Maine plan for increasing diversity in schools?

WHY DOES DIVERSITY MATTER?

Benefits of Diversity

• Academic

• Social

• Long-term

Harms of Segregation• Unequal opportunities

• Teachers• Classmates• Curriculum

• Unequal outcomes

• Academic performance• Drop-out rates• Success in college

Racial Transition• Portland

• 2000: 2.6% black• 2010: 7.1% black

•Lewiston• 2000: 1.1% black• 2010: 8.7% black

• Between 1980 and 2005, diverse areas in the nation’s 50 largest metros were more likely to become predominantly nonwhite than to remain diverse

• 1 out of 5 suburban school districts in the 25 largest metro areas are experiencing rapid racial change

WHAT ARE THE TRENDS IN MAINE'S PUBLIC SCHOOLS?

Enrollment  Total

EnrollmentMaine  1989-1990 213,5141999-2000 209,0352010-2011 183,4272012-2013 179,323

Northeast  1989-1990 6,940,1351999-2000 8,007,8042010-2011 7,780,729

Nation  1989-1990 39,937,1351999-2000 46,737,3412010-2011 48,782,384

Enrollment by Race, Maine

97.6

0.70.8 0.4 0.5

92.5

1.81.1 1.5

3.1

White

Black

Asian

Latino

Other

1989-1990

2010-2011

Very Few Minority Segregated Schools in Maine

• 0.8% of Maine’s schools are majority minority

• No intensely segregated schools

• No apartheid schools

Racial Composition of Typical Student’s School, Maine, 2010-2011

White Student

Black Student

Latino Student

Asian Student

0

20

40

60

80

100

93.377.1 87.6 83.6

1.5 13.7 3.8 7.91 4.9 2 4.61.4 3.1 2.8 2.6

2.8 1.2 3.8 1.3

White Black Asian Latino Other

Double Segregation by Race and Poverty

• Less than ½ of the students in Maine are low income

• More than ¾ of the students in majority minority schools are low income

Socioeconomic Composition of Typical Student’s School, Maine,

2010-2011

Series10

10

20

30

40

50

60

45 42.6

50.546.2 45.7 % Low Income

White Exposure to Low IncomeBlack Exposure to Low IncomeLatino Exposure to Low IncomeAsian Exposure to Low Income

Key Findings, Maine

• Decreasing enrollment size

• Increasing racial diversity

• Very few segregated schools

• Black students are most segregated

• Double segregation by race and poverty

WHAT ABOUT PORTLAND

AND LEWISTON?

Enrollment by Race, Portland Metro, 2010-2011

90.8

3.31.7 1.9 2.3

White

Black

Latino

Asian

Other

White Proportion in Metro Districts

 1989

1999

2010

YARMOUTH98.6

%98.3

%94.2

%

CAPE ELIZABETH

97.8%

98.1%

93.2%

RSU 15/ MSAD 15

99.0%

98.0%

94.8%

FALMOUTH 98.3%

97.8%

93.7%

WESTBROOK

97.4%

96.0%

86.2%

 1989

1999

2010

GORHAM 98.7%

97.4%

96.3%

SOUTH PORTLAND

96.9%

95.3%

84.6%

SCARBOROUGH

99.5%

98.3%

94.7%

PORTLAND 90.5%

84.8%

64.8%

Enrollment by Race, Portland School District, 2012-

2013

61.2

22.7

5.66.8 3.7

White

Black

Latino

Asian

Other

Segregated Schools, Portland Public Schools

• 4 elementary schools are majority minority

• 3 elementary schools are more than 75% white

Key Findings, Portland

• Metro enrollment is increasing in size

• Metro is slightly more diverse than the state

• Portland Public Schools is substantially more diverse than the state and the metro

• 4 of the state’s 5 majority minority schools are in Portland Public Schools

Enrollment by Race, Lewiston Public Schools, 2012-

2013

64.5

29.2

2.8 1.1 2.5

White

Black

Latino

Asian

Other

Segregated Schools, Lewiston Public Schools

• 1 elementary school is majority minority

• 1 elementary school is almost majority minority

• 2 elementary schools are more than 75% white

Conclusions

• Racial diversity is increasing

• Current instances of segregation are modest and localized

HOW CAN MAINE PLAN FOR

INCREASING DIVERSITY IN SCHOOLS?

Recommendations• Include diversity goals in student assignment policies

• Work with housing agencies

• Adopt regional approaches

• Include civil rights standards with choice options

• Recruit, train, and hire diverse teaching staff

• Provide teacher training about diversity

THANK YOUwww.civilrightsproject.ucla.edu

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