Prioritize rigor, not redistribution

In high‑poverty, demographically fixed districts, policy energy should shift from redistributive 'integration' engineering toward implementing proven instructional practices (frequent teacher feedback, high‑dosage tutoring, data‑driven instruction, longer instructional time) that improve outcomes for low‑income and minority students. Fixing seat‑assignment or mixing demographics without guaranteeing high‑quality core instruction will leave achievement gaps intact. — Shifting city and state education debates from symbolic integration metrics to concrete, evidence‑backed classroom practices would reframe where resources and political attention should go and change accountability metrics.