The Impact of Racial Segregation in Public Preschools

Many people think that the Supreme Court ended racial segregation in public schools with the 1954 Brown vs. the Board of Education, Topeka decision. Unfortunately, this decision, which stated that separate schools for children of color are unequal and therefore, unconstitutional, did not apply to pre-K and Kindergarten, because those grades were not a requirement of public schools at the time that it was written. When parents look at preschool opportunities for their four-year-old child, they may be shocked to find limited options available. Even more shocking is to discover how racial segregation may be widening the achievement gap and the quality gap between the best and the worst of preschools.

“Unlike the past, when segregationist laws and the threat of violence by white mobs kept racial barriers intact, in the current period, de facto segregation is maintained through "choice" and enrollment patterns that are viewed as voluntary.” (1) The changing demographics of immigration have made segregation less of a black/white issue than it was in 1954. Children from Middle Eastern, South American, and various Asian countries have added a wide array of languages and skin tones to preschool classrooms; however, a gap still exists between the opportunities available for children living in poverty, regardless of their race, compared to those who live in more affluent homes.

Head Start is a well-intended, federally funded program for four year old’s that began in 1965. It was designed for children in poverty to help them be as successful as more affluent children when they got to kindergarten. Unfortunately, the income limitations for Head Start keeps many children from being able to access the program, even though children from middle-income families would benefit from the educational experiences that Head Start provides. Some research has shown that “Families with modest incomes (under $60,000) have the least access of all economic groups to preschool education.”[ii] Since public schools serve the community in which they are built, schools in poor neighborhoods are more likely to have Head Start programs that are attended only by children of color. This segregation of children by economic class for Head Start resulted in them also being segregated by race[iii].

The state of California is struggling to overcome the inadequacies of its preschool programs. Like most states which are attempting to improve families’ access to preschool education, racial segregation is one of the concerns it must address. The quality of a public preschool’s curriculum, staff, and facilities depends on the way a school district allocates its funds. If a district does not pay attention to the racial diversity of its campus boundaries, and school district demographics change due to White Flight and increases in income inequality, the differences between one campus and another can result in racial inequalities.[iv]

Some states offer preschool programs for children all 3-5. Income does not play a role in program criteria. Oklahoma, Florida, and Georgia provide free preschool for most four-year-old children; however, twelve states in the United States do not offer any state-funded preschools. Instead, services are limited only to providing the federally funded Head Start program, for children living in poverty. Access to preschool varies widely by states, as does the quality of the programs provided. A recent study found that there are racial disparities (black/white and Hispanic/white) in preschool experiences that may impact the outcomes of its students. Those inequalities include differences in class sizes, teacher qualifications, and experience, both of which impact the emotional and instructional classroom climate.[v] The study showed that racial segregation, regardless of its cause, negatively impacts the achievement of students of color.

If racial segregation has negative impacts, what positive impacts do integrated classroom provide? Over time, students in integrated schools:
    1.    have higher achievement test scores,
    2.    are less likely to drop out of school, and
    3.    are more likely to go to college.

In addition, integrated classrooms have social and emotional benefits for children. Integrated classrooms:
    1.    can help reduce racial bias and counter stereotypes,
    2.    can improve students' satisfaction and intellectual self-confidence, and
    3.    can enhance students' leadership skills.[i]