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Abstract

How does the first city in New York State to desegregate its schools now present one of the most segregated school districts in the nation? This capstone thesis investigates the persistent achievement gaps in Rochester’s elementary schools, examining the long-lasting impacts of redlining, blockbusting, and racial covenants on educational outcomes of young learners today. Since its incorporation in 1834, Rochester’s residential demographics have shifted dramatically, resulting in a diverse population. The post-WWII migration to northern cities contributed to an explosive growth in the Black population by over 2,000% in Rochester. This demographic shift—while vital to the city’s cultural fabric—created challenges for the city school district, especially as the number of minority students increased. Despite Rochester’s efforts to desegregate its schools, through programs like Project UNIQUE and the Urban Suburban Interdistrict Transfer Program, systemic changes have been slow and inconsistent. A high turnover rate in local desegregation policies has led to short-term success, and Rochester’s inner-city schools still face significant disparities in educational access and outcomes. Competing with suburban development and exclusionary district boundaries, the Rochester City School District (RCSD) additionally grapples with a large student population living below the poverty line. With limited resources, the district struggles to support the holistic needs of its students, directly impacting their ability to succeed. This research explores modern approaches driven toward success—district-wide instructional standards, professional development designed by local teachers, creating community resources consistent across district zones, and connecting students to these assets—and applies these methods to Rochester’s elementary schools today.

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