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Although Brown v. Board of Education eliminated school segregation 58 years ago, the idea of bussing students to integrate them more effectively is still going strong in some school districts. Today, the issue is not race as much as it is socioeconomic status—integrating wealthy and low-income students into a diverse student body that performs better academically. Does it work? The answer depends on who asks the question.

In this TED Talk, Kandice Sumner sees the disparity every day in her Boston classroom. In this inspiring talk, she asks us to face the facts and change them.

School Assignments by Socioeconomic Status Not a New Idea

reported more than two years ago that more than 60 school systems used socioeconomic status as a factor in school assignments. These schools made this decision primarily to improve performance in schools with a high concentration of poverty.

“To the extent that we can eliminate the highest concentrations of poverty, or spread more thinly those concentrations of poverty, I think we make the environment a little less challenging for students and staff to be successful,” Michael Rice, superintendent for Kalamazoo Public Schools in Michigan, told USA Today at the time.

Wake County in North Carolina was one of the first school districts in the country to consider bussing based on income level. In 2000, this school district shifted its bussing policy from one

In anticipation of Florida’s new grading system, and in light of the potential fallout that is to follow, the state is providing special guidelines for Florida public schools this year. While the one-year rule will keep school ratings relatively consistent over the next year, some worry that once the new system goes into place, Florida schools are going to struggle to meet minimum standards in many areas of the state.

This TEDTalk discusses the downsides of a traditional grading system.

The Need for a New System

Like other states across the country, Florida will not be able to meet 100-percent proficiency requirements by 2014, as mandated under the No Child Left Behind Act. The state has applied for an NCLB waiver but must meet certain criteria set by the federal government in order to have that waiver approved. According to the , the Florida Board of Education recently voted for changes that will be necessary in order to receive waiver approval.

The five new amendments will comply with new No Child Left Behind waiver rules, as well as the current Florida statute. All of the amendments deal directly with the state-issued grading system used for schools, which is used to hold schools accountable under state and federal law. The changes come simultaneously with higher passing scores on standardized tests. While educators agree the bar should be raised, there is some

A new report from reveals the top-rated high schools in America, but it is not without its share of accolades and controversy. This list was compiled after the publication carefully analyzed 22,000 high schools in 49 states and the District of Columbia. Schools were awarded gold, silver, or bronze medals, based on a range of criteria. While some schools are celebrating their inclusion on the list, others are left scratching their heads, wondering how and why they were selected among so many good high schools across the country.

Three Steps to the Top-Ranked Schools

The creation of the U.S. News list was achieved through a three-step process, which was implemented by the (AIR). First, the publication looked at student performance, by weighing math and reading scores on high school proficiency tests against the percentage of economically disadvantaged students at the school. Schools that scored higher statistically than the state average were evaluated through the next step in the process.

Next, U.S. News and AIR looked at whether the least advantaged students were performing at a higher rate than the state average. This list included Hispanic, African-American, and low-income students. Schools that were performing better than average in this area proceeded to the next step of the evaluation process.

Finally, schools were judged on their college readiness, through Advanced Placement or International Baccalaureate test data. Both of these programs offer college-level courses

In an attempt to stop school closures across New York City, teacher unions took their case to the courtroom, highlighting a dispute that continues to shape school restructuring policies today. At the time, union members called the closure of 24 schools a “sham,” arguing it was used by city leadership to sidestep contractual protections for teachers. City officials maintained that the closures were necessary to raise academic performance, a rationale that continues to influence school turnaround strategies in New York City today.

The Plan to Close Schools

The school closure plan was initiated when the Panel for Educational Policy voted to close 24 underperforming schools, part of a broader reform effort that has since evolved into more targeted intervention models. According to reporting from NY1, new schools were slated to open in the same buildings that academic year, operating under new names and leadership. Teachers and principals working in those schools were required to reapply for positions, a controversial practice that has since been modified in later New York City Department of Education staffing policies. City officials estimated that only about half of the existing staff would be rehired, with the remainder replaced by new applicants.

Because the buildings would technically house new schools, officials argued that existing contractual obligations would not apply, a legal interpretation that has been challenged in subsequent policy debates. This allows the city to move forward with plans to get rid of ineffective teachers, replacing them with stronger applicants. The