►
From YouTube: Impact of Racism on Housing and Economic Opportunity
Description
In the third session of NCSL's five-part alumni series for Early Childhood Fellows, we will explore the impact of discriminatory policies that prevent Black families from securing well-paying jobs, building profitable businesses, buying homes and accumulating wealth.
C
Flowing
so
I
would
like
to
invite
you
to
study
the
image
on
your
screen
for
just
a
moment
and
take
a
guess
as
to
what
you
think
this
graph
might
represent
when
you're
ready
go
ahead
and
either
enter
your
guests
into
the
chat
box
or
feel
free
or
since
we're
a
small
group.
Today
you
might
as
well
unmute
and
shout
it.
C
D
C
C
C
All
right:
well,
the
big
reveal
here
the
graph
depicts
the
gap
in
median
wealth
between
white
and
black
households
since
the
1960s.
So
what
does
this
tell
us?
You
know
it
tells
us
that,
since
you
know
in
the
70
years
since
the
landmark
civil
rights
legislation
was
enacted,
including
the
fair
housing
act,
seemingly
no
progress
has
been
made
in
reducing
wealth
inequalities
between
black
and
white
households,
as
is
graph
notes
by
2016
the
year
for
which
the
most
recent
data
was
available.
C
C
C
So
there
will
be
more
opportunities
for
conversation
during
our
time
together
and,
if
you're
so
inclined,
we
invite
you
to
turn
on
your
camera
so
that
we
can
see
who
we're
chatting
with,
and
also
change
your
name
to
include
your
title
and
your
state
by
clicking
on
the
three
small
dots
next
right.
Next
to
your
image.
C
We
are
here
today
for
the
third
installment
of
our
five-part
series
on
early
childhood
development
and
well-being
through
the
race
equity
lens.
Many
of
you
on
the
line
today
were
with
us
in
previous
sessions
and
we'll
recall
that
in
september
we
learned
about
the
historical
context
for
racial
inequities
and
disparities
that
continue
to
affect
families
of
color
and
children
of
color.
C
Today
we're
going
to
turn
our
attention
to
how
race,
housing
and
economic
opportunity
are
intertwined
and
how
they
affect
early
childhood
childhood.
So
we
have
two
hours
set
up
for
today's
call,
we're
aiming
for
closer
to
an
hour
and
a
half,
maybe
less.
We,
of
course,
want
to
be
sure,
there's
plenty
of
time
for
dialogue
and
to
get
to
your
questions.
C
So
we
are
very
fortunate
to
have
a
dr
camille
bessette
with
us
from
the
brookings
institution.
Camille
is
a
senior
fellow
and
director
of
brookings
race,
prosperity
and
inclusion
initiative,
which
is
a
cross-program
initiative
focused
on
issues
of
equity,
racial
justice,
economic
mobility
for
low-income
communities
and
communities
of
color.
C
C
Camille
will
lead
us
through
a
deeper
conversation
of
the
reasons
for
the
wealth
gap
that
we
began
to
talk
about
at
the
top
of
the
hour.
She
will
tell
us
about
current
policies
and
practices
affecting
black
families,
ability
to
secure
well-paying
jobs,
buy
homes
and
accumulate
wealth
and
we'll
also
get
into
the
effect
kobet
has
had
on
black
families.
C
Financial
security,
then
we'll
spend
a
little
bit
of
time
in
conversation
connecting
what
we've
learned
from
camille
with
what
we
know
about
early
childhood
development
and
learning,
and
then
we
will
hear
from
my
colleague
shannon
who
is
a
research
analyst
here
on
our
children,
families
team.
She
works
on
an
array
of
policy
domains
affecting
children
and
families,
well-being,
including
housing
and
homelessness.
C
A
Jennifer,
thank
you
so
much
for
that
wonderful
info
introduction
and
I
just
want
to
say
how
happy
I
am
to
be
here,
I'm
always
very
interested
in
the
work
that
ncsl
does,
and
I
know
that
being
an
early
childhood
fellow
here
is
a
special
honor.
So
I
just
wanted
to
thank
you
very
much
for
joining
all
of
us
as
we
have
this
discussion,
so
what
I
will
say,
I'm
going
to
start
with
a
bit
of
a
slide
deck.
A
But
what
I
wanted
to
say
is
I'd
really
welcome
your
turning
on
your
cameras
and
I'd.
Welcome
your
interaction
as
I
go
through
the
slide
deck.
I
feel
it's
really
important
to
get
pretty
interactive
fairly
quickly
and
so
don't
feel
don't
hesitate
to
interrupt
me
or
to
you
know,
to
ask
a
question
or
to
contribute
a
comment
as
we
go
along
and
as
jennifer
mentioned,
I
you
know
I
will.
A
I
will
present
for
about
15-20
minutes,
which
I
hope
will
be
very
much
an
interactive
discussion
and
then
we'll
move
on
to
shannon.
But
I
just
want
to
assure
you
that
I
I
really
hope
that
this
is
kind
of
a
learning
environment
and
that
you
know
you'll
feel
free
to
this.
Is
you
know
we
just
kind
of
cone
of
silence?
A
A
Doesn't
everybody
see,
can
everybody
see
this
yep?
Okay,
great?
So
what
I
wanted
to
talk
about
today
is
you
know.
Obviously
we're
gonna
be
talking
about
housing
policy,
but
I
just
wanted
to
say
like
okay,
why
do
we
really
care
about
housing
policy?
There
are
many
many
reasons
to
care
about
it,
but
I
sort
of
wanted
to
kind
of
walk
you
through
a
framework.
So
you
understand
what
what
it
is
we.
A
Why
does
we
care
about
this
and
why
we
might
be
thinking
about
policies
that
we
can
or
policy
proposals
that
we
could
think
about
as
we
move
through
the
next
few
years,
particularly
at
the
state
level,
so
you
have
clearly
based
on
the
poll
and
obviously
the
previous
seminars
you
have,
you
know,
obviously
are
exposed
to
the
concept
of
redlining.
I
think
everybody
is
pretty.
You
know
understands
that
concept
and
the
history
behind
that.
A
That's
our
red
circle
here,
so
discriminatively
discriminatory
housing
policies,
it's
mostly
redlining,
but
there
are
other
kinds
of
discriminatory
housing
policies.
As
we
all
know,
they're
illegal,
but
discriminating
on
on
the
basis
of
race
is
still
a
practice
that
happens
and
and
does
have
impact
on
a
number
of
families
and
communities
if
we
built
out
build
out
from
there.
So
once
you
have
the,
I
would
say,
the
the
rubric
and
the
consensus
around
discriminating
discriminatory
housing
policies
that
you
had
in
the
1930s
in
this
country.
A
There
was
also
an
effort
to
create
a
built
environment
which
discriminated
against
racial
minorities.
We'll
talk
a
little
bit
about
that
discriminating
once
you
have
a
sort
of
a
built
environment
and
housing
policies
are
discriminatory
in
the
context
of
a
country
that
allows
school
districts
to
be
very
localized
and
the
control
around
education
to
be
very
localized.
A
A
Both
you
know:
employment,
operation,
employment
opportunities,
educational
opportunities
and
housing
opportunities.
So
you
need
to
know
people
who
know
about
those
things.
You
need
to
have
an
open
flow
of
information
to
understand,
what's
available
to
you
and
turns
out
that,
in
places
where
you
have,
particularly
in
places
where
you
have
discriminatory
housing
policies,
you
also
have
very
close
social
networks
and
then
we're
going
to
talk
a
little
bit
about
policies
that
support
racial
wealth
and
health
gaps,
and
the
reason
I
want
to
talk
about
that
is.
A
A
So
just
a
review-
probably
I'm
hoping
at
this
point,
but
probably
worth
looking
at
so
if
we
look
at
so
here,
we're
gonna
be
talking
about
discriminatory
housing
policies
and
particularly
in
particular
redlining,
and
if
you
look
at
the
map
on
the
left
hand
side.
This
is
the
1937
map
of
baltimore,
which
was
used
by
real
estate
folks
to
indicate
areas
that
were
desirable
and
then
weren't,
desirable
and
just
to
you
know,
be
very
clear
here.
A
If
you
look
on
the
right
hand,
side,
this
is
a
2016
u.s
census
bureau
map
heat
map,
and
this
is
poverty
concentration
in
baltimore.
So
it's
the
same.
Spain
baltimore,
the
darker,
the
color,
the
greater
the
poverty
concentration
and,
as
you
can
see,
you
know,
the
maps
are
not
exact
but
they're,
fairly
close
and
so
there's
obviously
been
a
carryover
from
the
redlining
of
the
1930s
to
what
we
see
in
this
era
in
terms
of
poverty
concentration,
then,
if
you,
you
know
we're
going
to
look
at
that
map.
A
Again
again,
we've
got
the
same
redlining
map
on
the
left
on
the
right.
We
now
have
the
concentration
of
the
african-american
population
and,
as
you
see,
the
concentration
of
the
african-american
population
is
not
that
dissimilar
from
the
concentration
of
poverty,
in
that
we
saw
in
the
previous
heat
map
from
the
census
bureau
from
2016
and
again
mirror
is
very
much
what
we
see
from
the
1937
real
estate
redlining
map.
A
But
what
you
can
see
is
that
the
legacy
of
redlining
in
terms
of
the
where,
where
people
are
and
how
that
may
have
affected
their
stat
associated
economic
status,
is
quite
lasting.
So
if
we
had
pulled
the
maps
from
like
2018
or
2019,
you
would
see
something
very
similar.
I
didn't
pull
anything
from
2020
because
2020
has
been
a
weird
year,
but
this
just
gives
you
a
sense
of
how
lasting
this
is.
A
A
It
probably
means,
given
the
fact
that
we,
the
way
we
have
school
jurisdiction,
set
up,
that
jamal
is
probably
not
going
to
an
amazing
school
and
it
might
mean
that
jamal's
parents
either
are
well.
They
probably
don't
have
very
much
wealth
and
their
lack
of
wealth
might
show
up
in
the
amount
of
food
jamal
has
to
eat,
might
show
up
in
the
kinds
of
extracurricular
activities
that
he
is
not
participating
in.
A
A
So
I
one
of
the
interesting
things
about
discriminatory
housing
policies
in
the
1930s
is
that
that
sort
of
set
the
framework
for
discrimination
in
a
range
of
other
kinds
of
policies,
and
I'm
going
to
really
stay
very
focused
right
now
on
the
built
environment.
This
is
a
photograph
of
the
south
parkway
in
new
york,
and
what
we're
seeing
here
this
is
so
robert
moses
was
a
big
city
planner
in
new
york,
and
what
we're
seeing
here
is
the
construction
of
a
bridge.
A
It's
over,
it's
part
of
linking
a
park
to
a
neighborhood,
and
it's
called
a
parkway,
and
that
bridge
which
looks
really
nice
right.
It's
got
like
the
brick
and
it
looks
pretty
cool.
Actually
architecturally
is
actually
too
low
to
allow
buses
through,
and
I,
if
you
also
can't
get
trucks
through
there,
the
idea
was
that
there
would
be
no
sort
of
large.
A
You
know
large
vehicle
transport
in
and
out
past
this
neighborhood
it
would
just
be
for
cars,
but
when
you
look
through
the
notes
and
the
intentions
that
robert
moses
had,
he
knew
very
well
that,
by
lowering
the
clearance
on
these
kinds
of
bridges
and
they're
all
over
new
york,
you
also
prevented
people
from
going
into
those
higher
income
neighborhoods
via
buses
right
and
so
what
he
did
is,
in
addition
to
establishing
an
elaborate
set
of
roadways
and
parkways
bridges,
etc.
That
he's
well
known
for
in
new
york.
A
He
also
established
the
ways
in
which
the
built
environment
could
discriminate
against
egress
and
access
to
opportunity
in
new
york
city,
and
so
he
took
the
template
and
the
thinking
behind
redlining
and
he
created
those
kinds
of
barriers.
So,
let's
think
about
jamal
right,
so
you
are
living
now
in
a
place
like
baltimore
or
any
other
place.
Think
about
all
the
places
you
know
in
your
you
know:
respective
states
where
there's
a
high
concentration
of
poverty-
and
I
bet
when
you
think
about
that
you'll
know:
there's
a
railroad
track.
A
So
imagine
living
in
a
place
like
that
and
it's
hard
to
get
buses
in
and
out
of
the
center
of
commercial
activity
or
if
you
want
to
get
a
bus
and
buses
in
and
out,
it's
kind
of
a
bus
and
then
a
train
and
then
something
else,
and
it's
like
three
or
four
things
and
two
and
a
half
hours
later
you
arrive
and
then
so
think
about
that
and
how
hard
that
is
to
access
opportunity
and
how
hard
it
might
be
for
jamal's
parents
who
want
to
do.
You
know
care
for
jamal
right.
A
They
have
like
any
other
parents,
a
whole
host
of
other
things
to
do,
but
they
need
to
spend
something
like
two
and
a
half
hours
going
in
and
two
and
a
half
hours
going
out
to
get
to
get
to
a
job
that
probably
isn't
paying
them
very
well.
And
so
you
also
think
about
if
they
have
a
car
right,
if
they
do
have
a
car
and
they
have
access
in
and
out
think
about.
A
A
North
carolina
is
not
unusual
in
the
following
sense,
so
places
where
black
schools,
where
black
students
tend
to
predominate,
tend
to
have
much
lower
language,
arts
and
math
achievement
than
places
where
white
students
dominate
that's
true
in
charlotte,
and
it's
true
in
a
number
of
other
cities
that
I
study.
But
in
addition
to
that,
you
have
what
we
we're
now
calling
school
climate.
This
is
the
the
new
term
of
art
and
basically,
what
it
means
is.
A
The
white
is,
I
mean
sorry,
the
blue
is
for
male
white,
the
yellow
is
from
male
black,
the
gray
is
for
male
hispanic
and
the
orange
is
from
male
asian,
and
I
think
the
probably
the
most
important
thing
to
note
about
this
is
that
black
boys
are
suspended
at
an
astronomically
higher
rate
than
white
boys.
White
boys
are
blue.
A
Black
boys
are
yellow
okay.
So
when
you
see
something
like
that,
a
couple
things
come
to
mind.
First
of
all,
it's
very
hard
for
students
to
do
well
like
so.
If
jamal
is
in
in
this
category,
it's
very
hard
to
do.
Well,
when
you've
been
pulled
out,
you
know
a
number
of
times,
so
it's
like
in
in
the
year,
let's
say:
2012:
you
had
something
like
20,
000
suspensions
for
black
boys.
A
The
problem
we're
seeing
here
right
comes
out
of
historical
housing.
Discrimination
built
environment
discrimination
that
has
set
the
stage
for
complacency
around
lower
serving
school
schools
that
do
not
that
poorly
serve
blacks
and
particularly
black
boys,
and
that
aggressively
disinvest
in
them
by
pulling
them
out
on
a
regular
basis
out
of
the
normal
school
cycle.
C
Let's
move,
can
I
just?
Can
I
share
something
real,
quick
yeah?
I
just
want
to
say
thanks
for
that.
We're
we're
going
to
spend
some
time
in
our
next
session
talking
about
suspension,
expulsion
specifically
for
preschoolers,
where
we
know
the
same
discrepancy
exists
so
just,
but
I
really
appreciate
you
connecting
it
to
to
the
topic
of
today,
as
well
as
far
as
future
income
and
neighborhoods.
I
also
just
wanted
to
share
that.
C
Assemblywoman
solage
from
new
york
pointed
out
when
you
were
sharing
the
picture
of
the
bridge
that
she
still
has
several
of
these
bridges
in
her
the
district
that
she
represents.
So
I
thought
that
was
you
know,
as
we
might
think
that
this
was
from.
I
think
the
30s
you
said,
but
they
in
a
lot
of
ways
are
still
having
an
impact.
A
E
Do
you
know
what
happened
in
2013
to
we've
had
this
issue
in
in
my
district,
with
with
that
gap
of
students
being
suspended
and
and
the
problems
that
that
has
led
to
with
education?
What
happened
in
2013
to
to
change
that
a
little
bit
where
you
see
all
those
numbers
drop,
do
was
a
program
started
or
was
attention
brought
to
the
area
or.
A
Most
of
these
school
suspensions
happen
between
6th
and
11th
grade.
So
this
is
during
adolescence
and
it's
when
kids
are
forming
identities
of
who
they
are
so
think
about
the
education
that
you
know.
The
school
environment
is
supposed
to
be
very
supportive,
and
this
is
a
point
when
you're
particularly
vulnerable
as
an
adolescent
and
the
school
environment
is
not
supportive.
It's
in
fact
telling
you
that
we
don't
really
want
you
to
be
here,
and
that
is
the
moment
in
which
people
like
you
know.
A
Young
young
people
develop
their
identities,
are
developing
their
identities,
they're,
also
developing
their
friendships
and
their
relationships,
and
it
puts
pulling
them
out
at
a
very
important
developmental
stage,
which
has
a
tremendous
amount
of
it
has
really
negative
impacts
both
psychologically
also
in
terms
of
their
development
economically
in
terms
of
their
ability
to
to
have
lasting
social
relationships.
That
will
be
important
to
accessing
opportunities
later
and
something
I
will
talk
about.
A
So
one
of
the
things
I
wanted
to
spend
some
time
on
is
some
research
that
I
did,
and
I
don't
have
a
slide
about
this
and
it
segues
into
your
question.
So
research
I
did
was
basically
trying
to
figure
out
how
people's
social
networks
were
linked
to
job
and
housing
and
education
opportunities,
and
we
focused
on
those,
because
those
are
the
answers.
A
A
More
generally,
so
we
asked
hundreds
of
people
in
four
different
cities-
charlotte
racine,
wisconsin,
san
francisco,
california
and
washington
d.c,
and
we
asked
them
who
they
went
to
when
they
wanted
to
get
a
job,
look
for
housing,
opportunity
or
educational
opportunity,
and
then
we
asked
them
to
describe
those
people
like
you
know
what
were
they
like?
Are
they
similar
to
you
or
they
not
et
cetera?
So
we
also
wanted
to
know
how
strong
those
relationships
were.
A
What
did
they
get
from
those
relationships
with
information,
references
you
know,
etc
and
whether
those
relationships
were
reciprocal
so
boiling
it
all
down?
You
know,
after
looking
at
basically
something
like
40
000,
different
personal
networks.
What
we
found
was
that
these
really
these
networks
tend
to
be
highly
racialized,
so
mostly
what
white
people
have
mostly
like
97
to
99
of
their
networks
relative
to
jobs,
housing
and
education
are
white
people,
blacks
have
mostly
blacks,
but
they
have
some
others
in
there
and
latinos
and
asians
native
americans.
A
They
tended
to
have
more
heterogeneous
networks.
This
is
overall
across
all
four
cities.
The
other
finding
was
that
black
men
have
the
smallest
networks
overall
and
if
we
think
back
to
raj
chetty's,
you
know
observation
that
if
you
were
to
really
focus
on
black
boys,
you
would
eliminate
the
racial
wealth
gap.
A
So
and
they
you
know
they
tend
to
be
removed
from
them
from
employment
because
they
have
a
higher
unemployment
rate,
they're
removed
from
schools,
as
we've
seen,
they
are
underserved
by
schools
and
people
tend
to
form
their
social
networks,
either
k
through
12
in
college
or
in
work
at
the
work
setting.
So
when
you
don't
have
good
social
networks
to
access
opportunities,
it's
you're
going
to
have
a
really
hard
time,
and
this
is
probably
true
for
jamal's
parents.
A
So
I
wanted
to
just
close
by
talking
about
policies
that
support
the
racial
wealth
and
health
gaps
and
just
kind
of
very
quickly
going
over
a
couple
of
statistics
that
are
relatively
new.
So
this
is
from
the
most
recent
federal
reserve
and
u.s
census
bureau
surveys,
so
the
home
ownership
gap
we'll
see
here.
So,
if
we're
looking
at
the
graph
on
the
left,
the
u.s
black
home
ownership
rates
remain
below
45,
while
whites
approach
75,
so
we
you'll
see
the
non-hispanic.
A
I'm
going
to
talk
a
little
bit
about
that,
but
then
I
also
wanted
to
just
look
at.
Have
you
look
at
this
financial
disparity?
So
this
is
about
assets.
Net
worth
whites
are
in
purple.
This
is
the
graph
on
the
right
hand,
side
right,
whites
are
in
purple
the
purple,
shaded
area
and
blacks
are
the
kind
of
turquoise
shaded
area.
You'll,
see,
there's
just
a
tremendous
gap.
A
So
one
thing
that
I
would
do
want
to
talk
about
a
little
bit
particularly
around
the
racial
wealth
gap,
is
how
we
think
about
credit
scores,
and
this
is
just
to
give
you
some
some
sense.
So
we
think
about
credit
scores
as
being
able
to
reflect
people's
behavior
financial
behavior.
So
the
thinking
behind
it
is
everybody
starts
out
equal.
A
Some
people
do
things
that
you
know
are
consistent
with
what
we
consider
ideal
financial,
behavior
and
other
people
don't
and
the
scores
reflect
that
I
mean
that's
the
general
thinking,
but
when
you
think
about
it,
these
credit
scores
actually
reflect
your
ability
to
pay
bills
on
time
in
the
past.
So
it's
always
retrospective
and
when
you
don't
have
enough
income
for
whatever
reason
right,
you're
unlikely
to
be
able
to
pay
bills
on
time
when
you
don't
have
access
to
wealth,
so
housing
stocks.
A
A
Well,
you
likely
you're
gonna
have
to
build
that
up
yourself,
and
if
you
are
in
a
position
where
you
know
your
income
is
not
very
high.
Your
educational
achievement's,
not
very
high.
You
may
have
had
some
brushes
with
the
law
very
early
on
in
your
your
experience,
your
educational
experience
very
likely
you're
just
not
going
to
be
able
to
make
to
pay
bills
on
time.
So
what
in
fact,
you're
seeing
in
credit
scores
is
actually
it
just
it.
A
In
addition
to
that,
the
idea
that
everybody
starts
the
same
is,
of
course
flawed,
because
in
this
country
everybody
does
not
start
with
the
same
level
of
wealth
and
ability
to
to
pay
bills
and
income
etc.
So,
at
its
very
base,
the
credit
score
is
pretty
pretty
discriminatory,
but
just
the
assumptions
behind
that
and
then
think
about
how
it's
used.
It's
used
to
as
a
final
background
check
for
employment,
it's
used
as
a
background
check
for
access
to
housing
right.
A
The
other
thing
I
will
just
say
is
that
low
black
homeownership
rates
very
low
net
worth
are,
of
course,
tied
to
as
we
we
saw
before,
lower
educational
achievement
and
a
range
of
other
policies
in
the
housing
realm.
One
of
the
things
that
is
an
outcome
of
that
is
that
blacks
in
particular,
tend
to
be
employed
in
these.
A
A
So
low-income
jobs
without
benefits
and
streaming.
Those
together
does
not
equal
a
robust
economy
and
it
puts
families,
particularly
like
jamal's,
in
a
very
serious
situation
of
financial
fragility.
There's
something
to
think
about
there.
My
last
slide
something
that
you
guys
already
talked
about,
but
I
wanted
to
just
spend
a
little
time
on
this
is
these
are
the
impacts
of
covet
19.
A
A
The
contagion
level
of
contagion
can
be
much
higher
with
that
kind
of
density.
That's
number
one
and
then
number
two.
A
lot
of
the
places
that
we
saw
like
in
the
baltimore
maps
that
are
considered
on
low
wealth,
low
value
like
very
high
poverty
areas,
also
are
very
underserved
with
respect
to
healthcare,
centers
and
healthcare
establishments.
A
It's
also
about
their
entire
well-being
and
the
well-being
of
their
children
like
jamal,
and
it's
incumbent
upon
us
to
think
about
a
range
of
policies
that
can
help
influence
the
ways
in
which
a
number
of
folks
in
these
communities
can
actually
have
access
opportunities
and
can
actually
create
the
kind
of
escape
velocity
that
we
need
to
have
in
order
to
eliminate
the
racial
wealth
gap
that
we
saw
at
the
very
beginning.
So
with
that,
I
am
going
to
stop
and
take
questions.
C
Thank
you
so
much.
We
did
have
one
question
coming,
while
you
were
discussing
the
networks
yeah,
and
that
was
from
senator
petty
from
kansas,
correct
me.
If
I'm,
if
I
get
it
wrong,
but
I
think
you
were
asking
about,
does
the
networking
for
you
were
discussing
finding
work?
Does
that
extend
to
like
family
support
networks
having
someone
to
lean
on
when
you
as
a
parent
need
help.
A
A
We
just
reported
out
on
the
jobs,
housing
and
education,
but
we
analyzed
the
child
care
networks
and
what
we
found
is
that
those
again
tended
to
be
overall
for
everybody.
They
tend
to
be
much
smaller
than
let's,
for
instance
like
a
jobs
network,
but,
interestingly,
they
were
incredibly
tiny
for
people
of
color
and
lower
income
people
and
they
were
almost
100
percent
family
or
some
like
close
neighbor
or
something
like
that.
A
But
it
was
almost
never
like
a
nanny
or
somebody
like
that
and
the
ability
of
your
family
member
or
you
know
close
neighbor
to
provide
child
care.
Assistance
was
dependent
upon
their
own
job
status
and
their
own
income
status.
So
when
the
the
reason,
I
think
the
question
is
so
interesting
is
that
when
you
have
a
level
of
a
high
level
of
poverty
in
a
neighborhood
everybody's
affected
by
that
and
everybody's
scrambling,
and
even
though
people
are
trying
to
support
one
another,
it's
all
contingent
on
their
own
personal
circumstances.
B
I
don't
know
how
to
take
my
hand
down
now,
but
maybe
it'll
fall
away.
You
know
I'm
just
sort
of
curious,
like
what
you
just
shared,
I
think
is
very
interesting
and
not
you
know
something
that
I
usually
think
much
about
in
my
sort
of
bubble
of
early
care
and
education,
but
it's
also
a
little
well.
It
is
depressing
and-
and
you
know
sad
so
I'm
just
sort
of
curious
like
what
can
we
do?
What
can
policymakers
do
like?
What
are?
B
A
So
great
great
question,
a
couple
things
and
I
see
somebody
some
representative
barber
also
has
a
question.
I'm
gonna
actually
answer
both
of
those,
so
I
you
know.
I
think
the
first
thing
is
to
recognize
how
pervasive
discrimination
is
in
just
about
everything
we
do.
I
think
that's
kind
of
the
first
thing
and
then
the
the
second
thing
is,
you
know
when
you
think
about
what
we
can
do,
what
we
want
to
be
able
to
do
where
we
want
to
go.
A
Is
we
want
everybody
to
be
to
have
access
to
the
free
flow
of
options,
ideas,
opportunities,
right
and
anything
that
is
a
barrier
to
that,
whether
it's
physical
or
a
convention
or
a
set
of
policies
or
a
set
of
laws
or
whatever
anything?
That
is
a
roadblock
to
that
free
flow
of
information,
at
resources
and
etc?
A
Is
a
problem
and
needs
to
be
attacked?
You
know
it
needs
to
be
addressed.
So
let
me
just
give
you
one
little
micro
example
right,
which
is
that
you
know
you
go
to
the
grocery
store
right,
like
we
all
have
that
experience
go
to
the
grocery
store
who's.
Actually,
who
are
the
patrons
of
that
grocery
store
and
who
are
the
people
who
are
actually
working
at
that
grocery
store?
If
there's
a
big
difference
right,
that's
something
we
need
to
think
about.
A
It's
like
an
illustration
of
how
opportunity
sorts
out-
and
so
I
think,
just
having
our
eyes
open
number
one
like
where
all
those
problems
and
those
disparities
are,
I
think,
is
very
important,
but
I
think
the
most
important
thing
is:
what
can
we
do
to
remove
barriers
to
the
free
flow
of
information
options
and
opportunities?
So
one
of
the
things
I'm
thinking
about
when
you're
thinking
about
a
jamal.
You
want
that
jamal
to
know
that
there
are
opportunities
in
neuroscience
and
there
are.
A
There
are
opportunities
you
know
to
be
a
veterinarian
to
be
a
poet
etc.
But
how
is
jamal
going
to
know
about
that
like
in
in
other
communities,
well-to-do
communities?
I
happen
to
live
in
one
of
those.
You
know
the
parents,
the
the
very
you
know
impressive
and
accomplished
parents
come
in
and
talk
about
their
jobs
right.
A
Is
that
happening
for
jamal
so
they're?
Just
I
think,
that's
the
thing.
What
do
we
want?
We
want
that
free
flow
of
options
and
opportunities.
How
do
we
get
there?
So
a
number
of
different
ways.
Another
thing
about
credit
reports.
More
specifically,
is
it's
going
to
be
very
important
to
create
policies
that
prevent
employers
and
landlords
from
using
credit
scores
to
either
you
know
to
either
provide
in
case
of
employers,
jobs
or
provide
housing
in
the
case
of
landlords.
A
So
I
think
that
is
going
to
be
very
important
and
to
the
degree
that
you
can,
we
can
limit
the
areas
in
which
the
credit
report
is
used,
particularly
those
areas
that
are
really
important,
like
getting
a
student
loan.
Getting
a
you
know,
having
access
to
decent
housing
and
having
access
to
a
job.
I
think
that
would
be
a
great
first
step.
C
Meal-
I
have
one
just
one
last
question:
I
know
where
we've
getting
close
on
time
here,
but
if
there
was
anything
any
other
issues
that
you
know.
I
know
we
asked
you
to
pack
a
lot
into
those
20
minutes,
but
anything
else
you
didn't
touch
on
one
thing
that
came
to
mind
for
me
was
the
the
gender
pay
gap
and
how
that
would
have
you
know,
sort
of
a
disproportionate
effect
on
potentially
on
black
families
or
black
mothers,
and
if
you
could
speak
to
that
briefly,.
A
Yeah,
very
briefly,
so
that's
true,
I
mean
with
black
men,
assuming
that
black
men
and
black
women
form
the
majority
of
african-american
partnerships.
It's
a
big
assumption,
but,
like
you
assume
that,
then,
if
black
men
are
pretty
much
out
of
the
workforce
or
not
participating
at
levels
that
that
they
need
to
because
of
the
range
of
issues
that
we
just
talked
about,
then
black
women
are
the
ones
really
carrying
the
financial
burden
for
families.
C
A
C
C
C
We
can
just
sort
of
forego
breakout
rooms,
but
if
you
wouldn't
mind,
if
you
you
know,
if
you
feel
inclined
to
unmute
yourself
and
think
a
little
bit
about,
we
got
some
questions
to
help
us
bring
us
back
to
jamal
and
think
about
how
the
issues
and
the
policies
that
camille
discussed
how
they
might
affect
jamal,
how
it
might
affect
his
performance
in
school.
We
alluded
to
and
what
you
might
take
from
camille's
presentation
to
your
work
in
early
childhood
in
your
home.
E
E
Well,
this
is
this:
is
representative
billings.
I
I'm
especially
interested
in
the
issue
of
kids
getting
suspended
from
school.
That's
something
that
my
main
school
district
in
my
district
is
is
trying
to
work
on
and
just
from.
I
have
two
kids
in
their
20s
and
I
volunteered
a
lot
in
schools
when
they
were
young
in
our
public
schools,
and
so
I
think
it's
there's
so
much
that's
interrelated
there.
I
I
remember
seeing
kids
who,
with
instability
of
housing,
ended
up
moving
from
place
to
place
and
our
school
district.
E
The
housing
has
something
to
play
with
to
play
with
the
suspensions
as
kids.
Maybe
you
know,
I've
had
trouble
adjusting
to
new
schools
and
making
new
friends
and
breaking
into
those
kind
of
cliques
and
groups,
and
I
you
know
I.
I
am
very
cognizant
of
the
fact
that
if
kids
aren't
in
school,
they
can't
learn
and-
and-
and
I
appreciate
that
that
as
camille
said
in
2013-
I
think
it
was
a
federal
government.
E
You
know
put
some
attention
on
that,
and
so
I
think
that's
about
when
my
school
system
started
paying
attention
to
that
too
and
looking
at
our
incredible
disparity
of
numbers,
but
I
I
think
that's
it's
it's.
I
think
it
it's
again
like
most
problems.
It's
not
just
a
school
district
problem,
it's
a
it's
a
bigger
problem
and
and
school
district
problem
clearly
too,
but
I
think
a
lot
of
our
teachers
saw
those
numbers
and
they
were
horrified.
E
D
B
F
F
I
live
in
a
what
is
becoming
a
higher
and
higher
housing
cost
community,
and
so
many
families
who
were
able
to
make
ends
meet
before
covet
have
been
unable
to
pay
the
rent
given.
What's
happened
over
the
last
10
months
and
there's
been
so
much
upheaval
for
for
families
and
when
a
family
is
evicted,
I
mean
all
the
stress
and
trauma
of
that
effect
on
the
child.
F
So
what
was
said
about
you
know
starting
a
new
school,
but
also
having
to
uproot
your
life
in
a
short
period
of
time
and
not
knowing
where
you're
going
and
while
we've
had
some.
You
know
moratoriums
and
legal
assistance
to
to
stem
that.
There
has
still
been
a
lot
of
so
many
challenges
with
keeping
families
just
stable
right
now,
and
I
think
about
how
much
that's
impacting
kids
learning,
certainly.
G
It
did
cause
me
to
think
of
a
few
things,
particularly
when
it
comes
to
housing,
because
so
many
times,
housing
decisions
are
made
not
at
the
state
level,
but
at
the
local
level
by
local
governments.
So
I
think
it
does
bring
home
how
important
community
conversations
are.
I
can
think
back.
I
was
a
teacher
I
taught
in
a
school
district.
G
It
does
bring
in
that
whole
thing
about,
is
busing
effective
and
is
it
part
sometimes
of
making
decisions
about
that's
tied
to
housing,
but
also,
maybe
think
about
the
availability
of
section
section,
eight
vouchers
and
where
they
are
accepted,
and
that's
that
is,
I
think,
that's
a
continual
issue
and
if,
as
was
mentioned
earlier,
the
affordability
as
we
continue
to
as
cost
of
living
continues
to
go
up
then
and
often
lower
income
families.
Don't
have
the
luxury
of
being
able
to
buy
so
they're,
always
in
the
rent
rental
market.
G
C
A
C
D
D
So,
first
a
bit
about
the
legislative
landscape
over
the
past
couple
of
years,
so
the
bills
I'm
covering
today
are
either
still
pending
or
they
will
were
enacted
in
2020,
though
some
of
them
were
introduced
in
the
2019
legislative
session.
So
in
that
document
I
mentioned
that
you'll
receive
following
this
session.
You'll
see
that
there
are
15
state
statutes,
included
related
to
race
and
housing
as
well
as
10
bills
that
are
not
yet
in
statute.
D
So,
what's
in
these
statutes
and
bills,
there
are
some
recurring
themes,
such
as
declaring
racism
as
a
public
health
crisis
and
directing
the
state's
health
department
to
treat
it
as
such,
eliminating
discriminatory
language
in
deeds
and
covenants
that
has
remained
from
the
era
of
redlining
collecting
data
related
to
race
and
housing,
to
examine,
for
example,
how
segregated
neighborhoods
are,
or
the
difference
in
wealth
and
homeownership
between
races
and
studying
the
effects
of
historical
racism
and
how
it
affects
the
lives
of
constituents.
Today.
D
So
the
first
bill
I'm
going
to
talk
about,
was
passed
in
2020
and
is
now
a
part
of
the
virginia
state
code.
I've
included
some
of
the
direct
language.
Sorry,
I've
included
some
of
the
direct
language
of
these
bills
on
these
slides.
So
what
you
see
in
bullets
is
mostly
directly
from
the
text
and
not
my
wording,
so
this
bill
specifically
created
a
commission
to
study
slavery
and
what
it
calls
subsequent
state
state-sanctioned
racial
and
economic
discrimination.
D
This
commission
is
also
tasked
with
studying
the
current
impact
and
long-term
inequities
caused
by
slavery
and
what
it
calls
pervasive:
institutional
inequities
in
housing,
employment,
economic
opportunities,
generational
wealth,
voting
rights
and
criminal
justice.
So
those
are
the
topic
areas
that
it
mentions
specifically.
D
D
So
the
text
of
the
bill
dictates
that
the
study
is
to
include
the
negative
impacts
of
redlining
on
racial
and
socioeconomic
segregation.
The
legal
underpinning
underpinnings
of
redlining,
including
the
role
of
federal
state
and
local
governments,
in
promoting
it
and
potential
policy
solutions
to
reverse
the
negative
impacts
of
redlining.
D
So
this
final
bill
that
I'll
be
sharing
with
you
all
today
is
currently
pending
in
the
arizona
senate.
It
is
a
resolution
that
proclaims
that
racism
is
a
public
health
crisis.
This
is
a
type
of
bill
that
other
states
have
recently
introduced
as
well
and
you'll
find
those
in
the
resource
document.
I
mentioned
that
you'll
receive
after
the
session,
so
this
bill
specifically
declares
that
the
legislature
commits
to
working
to
create
equity
and
justice,
oriented
governance
and
that
they
will
develop
a
work
plan
for
educational
efforts
to
address
and
dismantle
racism.
D
So
the
bill
states
that
that
work
plan
should
include
ways
to
expand
state,
personnel's
understanding
of
racism
and
how
it
affects
both
individual
and
population
health,
as
well
as
providing
tools
to
assist
personnel
in
engaging
actively
and
authentically
with
communities
of
color.
And
again,
all
of
this
wording
is
directly
from
the
bill,
not
my
own.
D
So
for
those
of
you
who
are
interested
in
learning
more
about
legislation
related
to
housing
and
homelessness,
I'm
going
to
go
ahead
and
plug
in
csl's
great
resource
on
that.
For
you
all.
So
this
is
our
housing
and
homelessness
legislation
database.
A
link
will
be
dropped
in
the
chat
momentarily
from
allison
and
you'll
also
find
the
link
to
this
in
the
email
that
you
get
after
this
session.
So
this
database
tracks
all
introduced
legislation
that
relates
to
housing
and
homelessness.
D
It's
updated
at
least
weekly,
though
sometimes
more
often,
and
it's
searchable
by
year,
keyword,
topic
and
bill
status.
So
again,
this
is
all
introduced.
Legislation,
including
failed
and
pending
legislation
on
the
left
here,
you'll
see
I've
circled
on
the
web
page
where
you'll
find
additional
resources,
as
well
as
direct
links
to
contact
myself
and
my
colleague
sarah
sharer.
We
are
the
ones
who
maintain
this
database
and
cover
housing
and
homelessness
for
ncsl.
D
So
when
you
open
this
database,
you
will
find
that
you
can
select
certain
topics
and
states
to
filter
through
or
you
can
enter
words
in
the
keyword
search.
You
can
also
choose
if
you
want
to
look
at
only
active
legislation
for
a
certain
year
or
if
you
only
want
to
look
at
enacted
legislation,
you
can
sort
by
status,
and
you
can
also
search
by
bill
number
and
author
here
if
you
know
more
specifically
what
you're
looking
for.
We
also
define
each
of
these
filter
topics
below
on
this
webpage.
D
C
Thanks
shannon,
I
wondered
if
anyone
had
examples
to
share
from
their
own
states
if
they
I
ever
mentioned
the
conversations
from
in
massachusetts.
If,
if
any
of
these
bills
ring
a
bell,
are
happening
in
your
states
or
or
something
different
that
might
be
coming
up,
this
2021
legislative
session
feel
free
to
unmute
and
chime
in.
H
H
So
I
have
several
of
those
bridges
that
are
built,
but
in
long
island
we
have
some
of
the
highest
number
of
segregated
communities
in
all
of
america,
and
so
just
thinking
about
some
of
the
legislative
policies
we've
implemented
recently,
our
local
paper
did
a
whole
expose
about
how
realtors
you
know
in
this
day
and
age
were
actively
steering
certain
individuals
into
certain
neighborhoods.
So
if
you
were
black,
they
didn't
take
you
to
a
white
neighborhood.
They
steered
you
to
a
black
neighborhood
and
they
have
video
recording
of
it.
H
You
know
audio
of
it
of
this
happening
so
recently
the
legislature
enacted
several
bills
to
make
sure
that
you
know
real
estate
agents.
If
they
are
caught
doing
this,
there's
fines
fees,
they
lose
their
realtor's
license,
and
you
know
we're
looking
into
seeing
how
we
can
further
implement
rules
and
and
and
and
policy
to
ensure
that
we
can
kind
of
decelerate
some
of
these
communities.
D
H
So
it
would
work
where
so,
if,
if
the
individual
felt
that
they've
been
discriminated
against,
there's
actually
a
state
hotline
that
we
implemented,
that
someone
could
call
and
report
that
realtor
and
some
of
the
bills
that
we
are
pending.
Is
that,
if,
like
a
realtor,
if
a
realtor
is
doing
this,
their
realtor
company
can
actually
be
sanctioned
as
well.
H
F
F
So
we
end
up
with
you
know:
390
cities
and
towns,
making
their
own
decisions
about
housing
and
historically
many
communities,
particularly
in
the
suburbs,
have
kept
kept
a
lot
of
people
out
of
their
communities
and
that's
been
you
know,
by
design
through
their
zoning.
So
there's
been
a
bigger
push
recently
at
the
state
level
to
try
to
make
zoning
changes,
but
it
is
certainly
met
with
strong
opposition
from
local
communities,
who
often
you
know,
are
citing
their
ability
to
make
these
decisions.
F
You
know
that
make
sense
for
their
communities
as
they
would
say,
but
it
is
a
something
that
we're
kind
of
I
think
trying
to
chip
away
at
in
the
state,
but
a
big
challenge
for
us
to
at
the
state
level
work
on
some
of
these
issues.
That
really
are
right
now
in
the
hands
of
of
the
local
decision
makers.
C
That's
a
really
good
point:
rhett
barber,
I'm
I'm
sort
of
dawning
on
me
that
if
you
didn't
happen
to
have
an
expose
in
the
newspaper
or
you
know,
all
this
is
being
is
being
handled
at
the
local
level.
I'm
I'm
wondering
sort
of
how
states
go
about
understanding
the
the
you
know
the
magnitude
of
this
issue
within
their
own
state.
A
I
wanted
to
give
others
a
chance
to
speak
up.
One
thing
I
would
say
so.
I
I've
been
following
for
a
number
of
years,
things
that
have
been
happening
in
san
francisco.
California,
which
is
you
know,
not
like
every
other
jurisdiction
in
the
country,
but
has
certainly
been,
I
think,
thoughtful
and
methodical
about
how
to
study
and
gather
input
from
communities
on
the
impact
of
discrimination
across
the
city.
C
C
Hearing
none
thank
you
so
much
to
camille
and
and
shannon
for
your
time
and
expertise
again,
we'll
be
sending
along
some
resources
from
both
of
them
for
some
you
know
reading
afterwards.
I
want
to
also
thank
our
our
our
very
generous
sponsor
of
this
series.
The
buffett
early
childhood
fund
for
helping
us
bring
this
five
part
series
to
you
all.
We
would
love
to
get
your
feedback
on
how
today
went
so
allison's
going
to
drop
a
link
in
the
chat
for
the
survey
monkey.
C
I
know
that
these
things
we're
always
asking
you
do
these,
and
these
are
kind
of
a
pain.
So
we
would
like
to
reward
you
by
buying
you
a
cup
of
coffee.
This
time
around
we've
got
some
gift
cards
to
to
buy
you,
your
favorite,
hot
beverage.
If
you
can,
you
know,
take
just
a
minute
or
two
to
complete
this
survey.
We
really
appreciate
it
our
funders,
our
you
know.
Our
bosses
really
appreciate
being
able
to
to
know
how
we
how
we
did
today
mark
your
calendars.
C
If
you
have
any
questions
at
all,
what
about
what
you
learned
today,
please
don't
hesitate
to
reach
out
to
me
and
my
ncsl
colleagues.
We
will
follow
up
with
camille's
contact
information
as
well.
We
are
all
here
to
serve
you
and
help
you
you
know
do
the
best
you
can
so
with
that.
Please
enjoy
the
rest
of
your
day.
Please
please,
please,
take
the
survey,
let
us
buy
you
a
drink,
a
caffeinated
beverage
and
thank
you
so
much
and
be
well
great.
Thank
you.