with a form of integration in its public schools that is showing promise. It
highlights the value of integrating children from different economic levels.
This doesn’t impair those at the higher levels of accompishment, but it does
help those with lower test scores to raise their test scores.
An article reporting on a study in the Raleigh, North Carolina public schools in the New York Times this morning offers additional evidence that including children from different economic groups in the classroom helps those with the lowest scores and doesn’t harm those with higher scores.
Raleigh officials have made a concerted effort to economically integrate students, according to the article by Alan Finder.