Diversity is a slogan in many places, but at The Oaks Academy’s campuses near downtown Indianapolis, on any given Wednesday, the hallways are lined with more than 100 students and parents – Black, white and otherwise, low-income, well-off and in-between – who come together for a morning worship service.
At the Oaks Academy, a faith-based private school with three campuses in the outskirts of America’s 11th largest city, all of this is by design.
The Oaks’ two lower schools and a middle school intentionally educate a balanced mix of students based on income and race. Some students hail from low-income families, others from struggling middle class families and still others from comfortable, well-off ones. The racial blend, by design, is 40 percent African American, 40 percent white and 20 percent other races. Non-Christians are also welcome to attend. At The Oaks about 25 per cent of the teachers are African American – a much higher percentage than in neighboring schools.
“How many places are this comfortably diverse?” asked Andrew N. Hart, The Oaks’ CEO. “Even church – 10 a.m. on Sunday morning is the most segregated place you can find. Sadly. In every city, neighborhoods are divided.
“Here, we intentionally bring together the races to build a place where the students are in a relationship with people unlike themselves, whether it’s socio-economically or racially. They grow up together. We all tend to go toward those who are like us. But to gain a true understanding and connection to what we are unfamiliar with, we have to bring the races together.”
An uncommon acceptance policy: Students are not selected on academic achievement or an ability to pay the $10,000 annual tuition.
“The criteria is that you, as a parent, must be in the child’s life,” Hart said, “have a bed for him to sleep, feed and clothe him, have a place for him to live and can get him to school on time – and will read to him 20 minutes a night. That’s it.”
Diversity has not reduced the school’s test scores. The Oaks was No. 1 in Indiana, according to the statewide ISTEP test. Among its 280 middle-school graduates, 99 percent have received high-school diplomas and 87 percent have reached college.
One multi-racial instructor shared his perspective on the benefits of embracing diversity – from the student body makeup to the school’s curriculum.
“We’re teaching [a more inclusive] history to young children of diverse backgrounds in the hopes that they will be the light that helps bring about reconciliation among the races,” said Gabriel Moore, 22.
Michelle Rausch helps her sixth-grade students analyze the music that bounces off the walls as they learn Rhythmic Complexity in Translation of African Music.
“Here, the concept of being intentional about mixing kids who wouldn’t normally be together is phenomenal and it works,” she said. “That’s the whole point of diversity. You want to get people together, who wouldn’t normally know each other, to build relationships.”