School Segregation, School Poverty and Incarceration in Minnesota

1. School Segregation, School Poverty and Incarceration in Minnesota

10. Causes of Segregation • Racial steering • Mortgage lending discrimination • Discrimination in housing sales and rentals • Placement of government subsidized housing • Exclusionary zoning • Drawing of school boundaries • Individual racial preferences

11. Profile of Analyzed Inmate Population* White 23% African-American 66% Hispanic 2% Native American 7% Asian 2% Average Age 26 Gender 94% male 6% female *970 total inmates for school analysis

12. Racial/Ethnic Categorization of High Schools • Predominantly White: schools that are generally above 80% White and low poverty • Multi-Ethnic: schools that are generally between 30 and 60% Non-White and moderate poverty • Non-White Segregated: schools that are above 60% (and, in many cases, above 80%) Non-White and high poverty

13. Inmates’ School Characteristics vs. Average School Characteristics in Inmates’ Counties Characteristics of High Schools Attended by Inmates Characteristics of Average High School in Inmates’ Home Counties 52% Non-White Share 33% 34% 23% Poverty Rate The typical school attended by an inmate had non-white and poverty shares roughly 1.5 times greater thanthe average school in the inmate’s home county (in the same year).

14. White Inmates vs. Typical White Student(Hennepin County) White Inmates who attended Hennepin Cty Schools Typical White Student who attended Hennepin Cty Schools (circa 1997) 37% (5% pov) Predominantly White High School 73% (7% pov) Multi-Ethnic High School 25% (27% pov) 47% (37% pov) 16% (46% pov) Non-White Segregated High School 2% (75% pov) The typical white inmate who attended a Hennepin County high school was 8 times more likely to have attended non-white segregated high school than a typical white student in Hennepin County in 1997 (the average last year of schooling for inmates).

15. Non-White Inmates vs. Typical Non-White Student(Hennepin County) Non-White Inmates who attended Hennepin Cty Schools Typical Non-White Student who attended Hennepin Cty Schools (circa 1997) 5% (7% pov) Predominantly White High School 23% (7% pov) Multi-Ethnic High School 52% (27% pov) 54% (36% pov) 41% (67% pov) Non-White Segregated High School 24% (75% pov) The typical non-white inmate who attended a Hennepin County high school was 17 percent (or 1.7 times) more likely to have attended non-white segregated high school than a typical non-white student in Hennepin County in 1997 (the average last year of schooling for inmates).

16. What conclusions can we draw? In general, racially segregated, high poverty schools are overrepresented in the population of inmates adjudicated by Hennepin County courts between 2004 and 2008, even when controlling for race. This finding supports the broader proposition that racial segregation and concentrated poverty in secondary education correlate with an increased risk of incarceration. This is consistent with a wealth of other evidence on the benefits of integration for communities and students of all races.

17. Research on the benefits of integration shows: Academic Benefits: • Attending racially integrated schools and classrooms improves the academic achievement of minority students measured by test scores. • The diverse learning environment provided by integrated school and classroom settings enhances critical thinking skills among all students. Improved Opportunities for Minority Students: • Minority students who attended integrated schools have higher incomes than their peers in segregated schools. • Minority students graduating from desegregated schools tend to complete more years of education, have higher college attendance rates, and tend to choose more lucrative occupations in which minorities are historically underrepresented. • Integrated schools enable minority students to have access to social networks associated with opportunity.

18. Research on the benefits of integration shows: Social Benefits: • Students who experience interracial contact in integrated school settings are more likely to live, work, and attend college in more integrated settings. • Interracial contact in desegregated settings decreases racial prejudice among students and facilitates more positive interracial relations. • Students who attend integrated schools report an increased sense of civic engagement compared to their segregated peers. • Integrated classrooms improve the stability of interracial friendships and increase the likelihood of interracial friendships as adults. Health Benefits: • Recent ecological studies show associations between segregation and a wide variety of health outcomes including infant and adult mortality rates, homicide rates, teenage childbearing, tuberculosis, cardiovascular disease, and exposure to air pollutants. Community Benefits: • When implemented on a metro-wide scale, school integration can promote residential integration and enhance neighborhood stability.

19. Policy Implications Much of the rest of the day will highlight specific recommendations in the criminal justice system. We should also consider the effects of segregated housing and schools on these disparities.