Since its founding, the United States has been a majority-white nation, but it is becoming more racially diverse every year. Next year, the Census Bureau projects, will mark a tipping point where more than half of U.S. children will be part of a minority race or ethnic group. By 2060, the Census Bureau projects, just 36 percent of Americans under age 18 will be non-Hispanic whites.
2. Diversity has spread to school districts across the country, and there are many more diverse districts today.
The Post measured how many districts are racially diverse, which we defined as places where no one race represents more than 75 percent of students. We found a large increase. In 1995, just under half of all students were enrolled in a diverse school district. In 2017, it was two-thirds. And while diverse districts used to be concentrated in the South and on the East and West coasts, the newly diverse districts are dotted across the country.
3. The newly diverse schools are typically places that used to be mostly white and where Latinos have moved.
These newly diverse districts are typically small communities that used to have few students of color but have diversified in the past 25 years. There are not many places that grew more diverse because whites moved in, although the District is a rare example of that.
4. Schools in newly diverse districts have high levels of integration.
Put a different way, in these places, the diversity of the school system as a whole is reflected in the individual schools. Individual schools have a mix of students, rather than having, for instance, all the white children in one school and all the Latino kids in another.
5. On the other hand, schools in historically diverse districts are far more segregated.
These tend to be big urban areas. In segregated districts, there may be a diversity of children, but those of one race tend to be in certain schools, and those of another race are in other schools.
6. The rise of the newly diverse, integrated school districts has led to a large increase in children being educated in an integrated school system.
We divided the districts into three groups — those that are highly integrated, those that are somewhat integrated and those that are not integrated.