How one city made gains on school integration without trying

Most of America’s major cities have made little to no progress reducing racial segregation in their public schools over recent decades.

Many have slid backward, and are more polarized today than they were at the turn of the century.

These challenges were highlighted in Nikole Hannah-Jones’s wrenching New York Times Magazine piece in September about her experience sending her daughter to poor, intensely segregated public schools in New York City as part of a campaign to fix them — only for her child to fall behind in her education and demand a change to a more selective school with few Black and Hispanic students.

The essay ends with both the writer and subject frustrated: Hannah-Jones with the seemingly insurmountable barriers to improving and integrating schools, and her daughter, with the burden of confronting these structural barriers on her own.

But Washington, DC, the city I’ve called home on and off for most of my adult life, is one of the few standout exceptions to these trends.

During the 2000s and 2010s, its public schools underwent a dramatic set of reforms that helped improve teaching and student achievement.

At the same time, the number of white students leapt up, and the share of schools that had been almost uniformly Black or Hispanic plummeted by about 20 percentage points, the largest drop among the country’s 50 biggest cities.

Recently, I called Kaya Henderson, DC’s former top schools official, to ask about that era of progress, and whether she thought the policies she implemented had helped encourage integration.

If not, what had? Her answer surprised me a bit: It simply wasn’t a question she had ever really pondered.

“For me, integration was never the point,” Henderson said.

“Giving our citizens of the district, no matter where they come from or what they look like, a high-quality school system, that was the point.” It’s always perilous to read too much into a single example of success in education.

Each state and school district is different, and seemingly small differences in how reforms are implemented can make or break them.

Each state and school district is different, and seemingly small differences in how reforms are implemented can make or break them.

But I think DC’s story is an instructive and hopeful counterpoint to the pessimism that seemed to pervade Hannah-Jones’s discourse-devouring essay.