Teacher evaluations that are based on student test scores, for example, could have unintended consequences, said Rucker C. Johnson, an associate professor of public policy at the University of California, Berkeley.

Teachers would be reluctant to take assignments in high-poverty, high-minority communities, he said. “And you’re going to be at risk of being blamed for not increasing test scores as quickly as might be experienced in a suburban, more affluent area,” Mr. Johnson said.

The report’s authors criticized the Obama administration as failing to pursue integration policies, and argued that its support of charter schools was helping create “the most segregated sector of schools for black students.”

Daren Briscoe, a spokesman for the Department of Education, said the Obama administration had taken “historic steps to transform the schools that for too long have shortchanged the full potential of our young people and have been unsuccessful in providing the necessary resources and protections for students most at risk.”

Other advocates for minorities said charter schools had benefited their communities, even if they were not racially integrated.

Raul Gonzalez, director of legislative affairs and education policy at the National Council of La Raza, a Latino advocacy group, said that black and Hispanic parents did not necessarily say “I want my kid to be in an integrated setting.” Instead, he said, “they’re going to say I want my kid’s school to do better than what it’s doing.”

Todd Ziebarth, vice president of the National Alliance of Public Charter Schools, said he supported more money for transportation to charter schools and encouraging them to pursue more diversity. But, he said, “if a school is relatively homogeneous but is performing really well, we should be celebrating that school, not denigrating it.”