The first one is that the terms need changing. When we speak today of school ?desegregation? we?speak not?of the same sort of school desegregation that gave the phrase its resonance?i.e., the forcible insertion, occasionally by federal troops, of minority pupils into all-white classrooms in towns and cities and states whose political representatives were doing everything possible to keep minority pupils out. Now, one?can argue that in 2011?not a few?people still want to keep black kids and white kids separated, which is sadly probably true, but?2011 is patently not 1960 and making even inadvertent comparisons can be unhelpful. Today to?call a school ?segregated? is to attach to the observation historical recrimination, regardless of the claim's dictionary veracity. We should find better words.
Second, Kevin Carey is right to note as others have that creating racially diverse district schools requires that the district in question have a racially diverse student pool. Such pools are frequently nonexistent. Thus, as Carey writes,
That leads the conversation to desegregation policies that cross districts. After all, many high-minority districts sit inside larger metropolitan areas that are much more diverse. The fact that Wake County (atypically) encompasses all of such an area creates the conditions necessary for its desegregation program. But this also creates a new set of challenges.
First, it often means moving students non-trivial distances from their homes to schools and back again every day. That carries a significant non-educational time and money cost: resources spent on buses and trains...