Heien 1

Krystina Heien

Katie Rasmussen

LS 3001

25 April 2017

The Consequences of Redlining and How it has Affected Californias Opportunity Gap in

Public Eduction

Historically, redlining began in 1937 during the Federal Housing Administration.

Banks were instructed to draw red lines around neighborhoods populated by African

Americans, Asians and Hispanics. The banks refused to invest in red areas because the

residents were of a certain racial or ethnic background. Residents who lived in red ar-

eas were also denied loans and financial services. Consequently, red lined neighbor-

hoods lacked resources, jobs, stores and schools. Redlining created segregated hous-

ing and subsequently created segregated schools. Education in these areas lacked re-

sources for students and their communities. Thus, students who were white middle-

class were more likely to excel in school than students who lived in red lined areas.

The achievement gap became significant when researchers began to realize

African American, Hispanics and Asians were preforming lower in school than white

students. In The Bell Curve: Intelligence and Class Structure in American Life, re-

searchers Herrnstein and Murray blamed the achievement gap on racial intellectual dif-

ferences. They claimed there was a direct correlated between IQ and race. Herrnstien

and Murray as well as other researchers believed redlined communities were poor be-
 Heien 2

cause they were unintelligent. In reality, redlined communities were poor because banks

refused to invest in those areas. With no financial services to relocate, redlined commu-

nities were forced to live in poverty. The achievement gap was a result of children living

in these poor communities. Schools lacked funding to give their students the resources

they needed to succeed. Today, residential segregation continues because of the limited

resources these communities received in the past. Consequently, this has affected fund-

ing for many school districts including some in California.

According to a 2014 California census, many families in the Bay Area still live in

poverty, because of residential segregation. Starting in the 1930s through the 1960s

banks refused to invest in communities of certain racial or ethnic backgrounds, this cre-

ated a domino affect. Businesses in the communities were affected and good paying

jobs became scarce. Then the quality of teachers and schools were affected and stu-

dents received less academic opportunities. In California families and communities are

still struggling because of previous unjust biases. According to the Schott Foundation,

which promotes equity and quality public education, stated that 51% of students from

historically disadvantaged families have less opportunities to succeed in academic

achievement than white students. In schools today, more than 70% of students (K-12th)

in the Bay Area are living in poverty. Consequently, educational funding for children liv-

ing in poverty has declined.

California public schools receive funding through three different outlets. One way

funding is generated is through property tax from the surrounding neighborhoods. When

schools are located in a low-income based neighborhood property tax is significantly

lower. Thus, these schools receive less funding. On the opposite side, when schools are
 Heien 3

located in a middle-class based neighborhood they receive more funding because of

higher property tax. Schools also receive funding through the state and the federal gov-

ernment. In general, when the economy is thriving all public schools tend to receive

more funding from the government. Although, in times of economic down fall, low-in-

come based schools are the first to lose essential resources and programs. Wealthy

schools are usually able to replenish lost funds through PTA fundraisers. According to

the Public Policy Institute of California, the distribution of state funding to each public

school varies between districts. California has one of the most regulated educational

financial systems. In result, Californias financial system has become unequal, with a

wide range of per pupil funding. A childs zip code should not determine their quality of

education. The government needs to implement policies to ultimately create an equal

distribution of funds and resources between schools. If every public school in California

received the same amount of funding per pupil, then all students would have access to

equal opportunities.

California school districts that allow district of choice also creates segregated

schools and affects funding. District of choice began in 1993 and allows families to

choose a specific school regardless of their address. This program is great for parents

who understand the school system. The program allows parents to pick a specific

school that meets the needs of their child. Schools are not able to pick which students

are admitted. Instead schools either have a lottery system or first come first serve policy.

Mostly white middle-class families take advantage of this program. African American

and Hispanic families do not realize this is even an option. Parents that are immigrants

also are often confused. Schools with the most enriched educational opportunities often
 Heien 4

fill up right. Thus, leaving minority students at under privileged schools. This program

results in unequally distributed schools. Santa Rosa elementary schools have been af-

fected by district of choice. Their school system has become segregated due to unequal

distribution. One specific example is during the 1960s Brook Hill Elementary was mostly

populated by white middle-class students. In the 1990s immigrants began sending their

children to Brook Hill as well. Once district of choice went into effect white parents

pulled their children out of Brook Hill and sent them to surrounding schools. Brook Hill

lost parent involvement and subsequently lost funding. Currently, Brook Hill is mostly

populated by minorities and is still in need of funding for resources. If schools in Califor-

nia were less segregated then the distribution of funding and resources would be more

equal.

Overflow also has affected the quality of education a student receives. When a

community has a high number of students in a specific grade, students are sent to other

schools. Hispanic and African American students are more likely to be affected by over-

flow. Students are often bused for miles from their homes to attend other schools. San

Rafael had an overflow problem and ultimately opened a separate school for these stu-

dents. Short Elementary school in San Rafael opened to meet the needs of the growing

community. However, the school lacks necessary funding to give students an enriched

learning environment.

As a future educator issues of segregation and inequality are very important to

me. The history of segregation in the United States has severely impacted our school

systems. The achievement gap has been an issue in education for many years now and

something needs to change. Government officials have tried to create policies to mini-
 Heien 5

mize the achievement gap, so far it has not worked. In 2001, the No Child Left Behind

Act went into affect in hope to create better resources and support for students. The

governments ultimate goal was to close the achievement gap. However, students were

pushed to graduate and results were based on test scores. This policy failed to create

equity and equality in education.

It alarms me that schools continue to fail students because of the lack of re-

sources. Students who are given various educational opportunities are more likely to

continue their education. As a future teacher I never want to be in the situation where

funding is holding me back from helping a student. According to government data, 30%

of Californias high school drop-out rates are African Americans and Hispanics. While

the drop-out rate for white students is significantly less at 14%. As a future educator I

realize that students success also affects society. Our society needs educated people to

created a thriving economy.

Reflecting on the Common Beliefs Survey, I recognize that poverty and race in

education needs to be addressed. I strongly agree that the gap in the achievement

among students of different races is about poverty, not race. The fact is that the

achievement gap was created because of unjust racial biases. Which forced certain

racial groups into poverty. Policy makers do not want to admit that the underlying cause

of the gap is a direct result of racial profiling. Yet, if we were to create an educational

system where all students receive equal opportunities, then race is no longer a factor.

The achievement gap or opportunity gap will continue to increase in California if stu-

dents are not provided with equal educational opportunities.

 Heien 6

As a future educator I want my students to be aware of the impact they have on

their community. Students all ages should be exposed to equity in the classroom. I be-

lieve that as a teacher we are developing character in our students. Thus, I want to in-

corporate lesson plans and activities to get my students thinking about social issues. I

want to create a safe environment for my students to share their ideas and opinions on

racial constructs. Lastly, I want to support my students and give them all the opportuni-

ties to succeed. Linda Darling-Hammond, Professor of Education at Stanford University

once stated, The opportunity to learn - the necessary resources, the curriculum oppor-

tunities, the quality teacher - that affluent students have, is what determines what peo-

ple can do in life.

 Heien 7

Works Cited

"Brook Hill Elementary School." Brook Hill Elementary School - Santa Rosa, California -

CA | GreatSchools. N.p., n.d. Web. 24 Apr. 2017.

"Family Characteristics of School-Age Children." American Community Survey, May

2016. Web. 24 Apr. 2017.

"Financing California's Public Schools." Financing California's Public Schools (PPIC

Publication). S.D. Bechtel, Jr. Foundation, 2011. Web. 24 Apr. 2017.

Herrnstein, Richard J., and Charles A. Murray. The Bell Curve: Intelligence and Class

Structure in American Life. New York: Free, 1997. Print.

Koedel, C., Betts, J. R., Rice, L. A., & Zau, A. C. (2009). The integrating and

segregating effects of school choice. Peabody Journal of Education (0161956X),

84(2), 110-129. doi:10.1080/01619560902810096

OECD (2012), Equity and Quality in Education: Supporting Disadvantaged Students

and Schools, OECD Publishing.

"Opportunity Gap - Talking Points." Schott Foundation for Public Education. N.p., n.d.

Web. 24 Apr. 2017.

"Posts about Educational Redlining on Coffin's Education Center." Coffins Education

Center. N.p., 28 June 2015. Web. 24 Apr. 2017.

Prado, Mark. "State: Marin School Board Hurts Minorities with Focus on Charter

School." The Mercury News. The Mercury News, 12 Aug. 2016. Web. 24 Apr.

2017.