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The May 18 front-page article “New data shows U.S. schools are resegregating” was not news. I have been teaching in rural and urban Title I schools for more than a decade, and socioeconomic segregation is a stark pervasive reality.

In my current school in Prince George’s County, nearly 90 percent of my students qualify for free or reduced-price meals. Most of them speak Spanish as their first language. Additional Title I funding provides us with money, staff and technology to address our children’s needs. However, the two greatest predictors of student academic success are the socioeconomic status of students’ families and that of their peers. Children from low-income families who attend mixed-income schools will achieve at higher rates. By segregating students from low-income families by neighborhood, we are discouraging them from fully integrating into society.

When I asked my son, who attends our neighborhood Title I school, if it was important for him to go to school with kids who were not of his race and class, he said, “Yeah, because if we go to school with kids who are different, then we can get to know them and learn how to live in the world.” He nailed it. Children of all races and classes benefit from desegregation.

Jessica Ellis, Mount Rainier