Cambridge Schools Grapple with Diversity, Now Among Most Segregated in State
Cambridge, a city known for its progressive values and commitment to diversity, is facing a stark reality: its schools are now among the most segregated in the state. The once-promising approach to integrating schools based on family income has fallen short, revealing deep disparities in racial and socioeconomic makeup that have left many stakeholders concerned.
Disparities in School Assignments
Two decades ago, Cambridge adopted a unique method of school integration that focused on family income rather than race. The intention was to create diverse learning environments while respecting families’ right to choose where their children attend school. However, the results have been disappointing, with stark differences in student demographics across the district.
Fletcher Maynard Academy, located in the heart of Cambridge, stands out as a glaring example of this segregation. With over 90% of students identifying as students of color and 70% coming from low-income households, the school paints a picture of inequality that is difficult to ignore. In contrast, schools like Baldwin, nestled near prestigious universities, have significantly lower percentages of low-income students and students of color.
Call for Action
Experts and community members alike are sounding the alarm on the need for urgent action to address these disparities. Richard Kahlenberg, a researcher at the Progressive Policy Institute, emphasizes the importance of moving towards integration and providing equitable choices for all families. The benefits of diverse schools are well-documented, with research showing that they create stronger learning environments for students from all backgrounds.
While the current choice system in Cambridge has its merits, some argue that it is not living up to its promise of integration. Recent decisions, such as the closure of the Kennedy-Longfellow School, have highlighted the shortcomings of the system and the need for a more comprehensive overhaul.
A Personal Perspective
When Virginia Cuello arrived in Cambridge from the Dominican Republic with her daughter Sarah, she faced the challenge of finding a school that would meet her family’s needs. The Kennedy-Longfellow School, with its welcoming staff and English immersion program, became a lifeline for her daughters. The impending closure of the school has left her feeling disheartened, as she reflects on the positive impact it had on her family’s life.
As the debate over school integration continues in Cambridge, it is clear that the stakes are high. The future of the city’s education system hinges on its ability to address these disparities and create a more equitable learning environment for all students. The time for action is now, as the community grapples with the complex issues of diversity and inclusion in its schools.
