What makes a “good” school — and a “good” parent? In this deeply personal reflection, IS community member Meredith shares how sending her son to their under-resourced neighborhood school helped her shape her parenting, question her need for control, and discover a different kind of goodness — one rooted in trust, community, and collective liberation.
What could growing our movement look like? In this post, we hear from an Integrated Schools chapter leader, network contact, and board member about their experiences “tabling” in their local communities.
A couple days ago, Integrated Schools posted a TikTok about “redshirting” — the practice of holding kids back a year so they’re the oldest in their kindergarten class — and it blew up. Hundreds of comments poured in. Some agreed. Some disagreed loudly. And some made points worth sitting with. We’ve been in the thick of these conversations for years, but seeing all the attention “redshirting” got on TikTok has made us want to dive a little deeper and respond to some of the feedback, and add more context.
In 1954, the Supreme Court declared that separate but equal has no place in our public schools. Yet more than six decades later, our schools remain deeply segregated—by race and by class. What happened?
The president just signed a truly monstrous piece of legislation into law. Much has been written about the impacts on health, climate and the debt, but there is a lesser known evil lurking in this bill – a national school voucher plan. It’s temping to lose hope, but there is something each of us can do.
Integrated Schools’ goal comes down to getting just under 3 million White and/or privileged families to resist the impulse to hoard educational resources and instead choose to enroll in public schools that serve those furthest from opportunity in their communities.
If you’re reading this, chances are you’re among those 3 million, and/or in a position to influence someone to join those ranks.