|
RACE AND SCHOOLS: ISSUES AND DATA
Updated in September 2008
ADDED IN SEPTEMBER
(1) American Communities Project -- A Collection of Reports.
(2) Charting a New Course Toward Racial Integration.
(3) Integration by Income.
(4) Race-Conscious Policies for Assigning Students to Schools:
Social Science Research and the Supreme Court Cases.
(5) The Big Sort -- Why the Clustering of Like-Minded America
Is Tearing Us Apart.
Titles are presented in alphabetical order.
A Multiracial Society with Segregated Schools: Are We Losing the Dream?
The Civil Rights Project at Harvard University, Cambridge, Massachusetts. (2003).
E. Frankenberg, C. Lee, & G. Orfield
“This report describes patterns of racial enrollment and segregation in American public schools at the national, regional, State, and district levels for students of all racial groups. (The) analysis of the status of school desegregation in 2000 uses the National Center for Education Statistics’ Common Core of Data for 2000-01, which contains data submitted by virtually all U.S. schools to the Department of Education. Additionally, this report examines trends in desegregation and, now, resegregation over the last one-third century.”
Summary and click for full text: http://eric.ed.gov:80/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&
ERICExtSearch_SearchValue_0=ED472347&ERICExtSearch_SearchType_0=eric_accno&accno=ED472347
A Promise to Fulfill: The Legacy of Mendez and Brown
Intercultural Development Research Association (IDRA), San Antonio, Texas. “ Brown vs. Board of Education and Mendez vs. Westminster, Lau vs. Plylar transformed the nature of U.S. public education. But has the promise of quality education been realized for Latino students? More important, what must be done to make good on this promise?” This website (a) reviews issues of Latino segregation and poor schools; (b) offers ideas for fulfilling the promise for administrators, school boards, educators, community members, and others; (c) provides a Community Action Guide; (d) links to court cases, a history of Latino school desegregation efforts, and related information; and (e) describes describes IDRA’s Pursuit of Excellence and Equity events. Home page: http://www.idra.org/mendezbrown/Achieving Diversity: Race-Neutral Alternatives in American EducationOffice for Civil Rights, U.S.Department of Education. (2004).
“This report illustrates the rich variety of race-neutral alternatives now available. (OCR hopes) to make clear that postsecondary student body diversity is in many respects a secondary school -- and even a primary school – challenge, and that the most vigorous approaches to postsecondary diversity begin with a commitment to developing a pool of students equipped not only to attend but to thrive in college, to graduate from college within a reasonable period and to profit from their educational experience. Approaches that focus exclusively on the admissions process, without regard to student development both prior and subsequent to admission, can never provide more than partial remedies.”
Full text:
http://www.ed.gov/about/offices/list/ocr/edlite-raceneutralreport2.html#toc2
After “Brown”: The Rise and Retreat of School Desegregation
Princeton University Press, Princeton, New Jersey. (2004). C. Clotfelter.
Reviewed by R. Pereira, Teachers College Record. (2006).
This book “provides a thoughtful, comprehensive, and current analysis of the course of school desegregation over the 50 years since the Supreme Court mandated the racial integration of students in public schools. While (the author) clearly exhibits reverence to the large body of knowledge already devoted to the subject, his work extends the research field by measuring the extent of interracial contact in both public and private schools. Using the quantifiable measure of ‘interracial exposure’ as the degree of interracial contact, and thereby the indicator of interracial change.” This book was co-winner of the 2005 Gladys M. Kammerer Award, American Political Science Association, and winner of the 2005 David and Elaine Spitz Prize, Conference for the Study of Political Thought, Brown v. Board of Education--50th Anniversary.
For purchase – Princeton University Press:
http://www.pupress.princeton.edu/titles/7768.html
American Communities Project: A Collection of Reports
Lewis Mumford Center for Comparative Urban and Regional Research,
State University of New York at Albany
The American Communities Project conducts research and analysis of trends in U.S. Society. Reports cover segregation and resegregation of schools and neighborhoods; immigration; big city issues; and other topics.
All reports: http://mumford.albany.edu/census/report.html
Black, White and Brown: Latino School Desegregation Efforts
in the Pre- and Post- Brown v. Board of Education Era
The Civil Rights Organization for the 21st Century, Washington, DC. (2004).
J. A. Ferg-Cadima
Overview and click for full text:
http://www.civilrights.org/issues/education/remote-page.jsp?itemID=28321310
Black, White, and Brown:
The Transformation of Public Education in America
Teachers College Record. (2005). Teachers College, Columbia University,
New York City. C. V. Willie & S. S. Willie.
The Brown decision “has had many positive effects, the authors argue, but it has been slow going and there is much work yet to be done. Drawing on their research in primary, secondary, and post-secondary educational settings, the authors (a) argue that the concept of justice is a negotiated concept that depends on the ‘representative viewpoints’; (b) examine the obstacles that have impeded the full implementation of Brown; (c) note a few school systems that have achieved more just and equitable school systems; (d) consult census data that reveal increasing equity between Blacks and Whites when it comes to educational achievement; and finally, (e) examine the legacy of the Brown decision for other groups of children. Referring to Brown as a ‘work in progress,’ the authors argue that group-specific remedies are not only legally defensible, but also crucial in achieving greater educational equity and student diversity.”
Abstract (full text by membership or purchase):
http://www.tcrecord.org/Content.asp?ContentID=11797
Cases in School Integregation
NAACP Legal Defense and Education Fund Inc, New York City. This web page offers access to legal documents, related documents, and recent developments in school desegregation and affirmative action in various States and higher education institutions. Links to cases: http://www.naacpldf.org/issues.aspx?issue=1Charting a New Course Toward Racial Integration Harvard Education Letter. (2007). Cambridge, Massachusetts. “Experts say school districts planning to move forward with voluntary integration plans must be not only determined and creative but also prepared to explain cogently why their plans are important.” This paper discusses challenges and solutions concerning district integration planning. Full text: http://www.edletter.org/insights/newcourse.shtml
Comprehensive Desegregation/Integration Plan and Budget
Minneapolis Public Schools, Minnesota. (2004). Minneapolis is comprised of an increasingly diverse population. According to census data, Minneapolis’ non-white residents grew from 22% in 1990 to 35% in 2000. Accordingly, the City’s school district realized an increase in students of color, but one that was even more dramatic -- between 1983 and 2003, the District realized an over 100% increase in students of color, growing from 35.25 percent to 73.19 percent. Such a marked increase in students of color is unique to the Minneapolis Public Schools (MPS) and exceeds all neighboring districts. MPS values all the advantages of a richly diverse student body and welcomes the opportunities and challenges such diversity brings. Opportunities include (the) ability to learn, firsthand, of a multitude of cultures, languages, and customs in ways most districts cannot. Among the challenges are finding ways to desegregate (the) schools. Fifty years after Brown v. Board of Education, twenty-two years after settling the Booker v. Special School District Number 1 lawsuit, eleven years after the end of court supervision of (the Minneapolis) desegregation plan, and four years after the settlement of the NAACP Adequacy lawsuit against the State concerning the adequacy of public education in Minneapolis, Minneapolis Public Schools are more racially identifiable and have a wider achievement gap than at any previous time in history. . . . MPS recognized that it was imperative to identify lead staff and an advisory team to develop the Desegregation Plan. The Plan was drafted as required by MN Rule 3535.0100. That team reviewed rules, laws, demographics, other district work . . . (and) developed strategies and the action plan. Final steps included ascertaining Superintendent and School Board approval.” Full text – Click Desegregation/Integration Plan at the right:http://www.mpls.k12.mn.us/District_Initiative.htmlCreating High-Performing Middle Schools in Segregated Settings: 50 Years After Brown
Middle School Journal. (2004). D. M. Davis & S. D. Thompson. National Middle Schools Association, Westerville, Ohio. The authors “look specifically at the demographic shifts in student population post-Brown and determine how these shifts have affected the creation of high-performing middle schools. Furthermore, (they) explore the issues surrounding identity development in young adolescents who attend de facto segregated middle schools. (They) explore ways that middle level educators in one segregated middle school are helping students develop positive self-identities and resiliency in order to be able to reach their dreams. Ultimately, the goal is to think about how to create middle schools that truly are academically excellent, developmentally responsive, and socially equitable.” Full text:http://www.nmsa.org/Publications/MiddleSchoolJournal/Articles/November2004/Article1/
tabid/128/Default.aspxData Proposals Threaten Education and Civil Rights Accountability
Civil Rights Project at Harvard University, Cambridge, Massachusetts. (2006). C. Lee & G. Orfield. Distributed by the Civil Rights Project, University of California, Los Angeles “The U.S. Department of Education has proposed sweeping changes in the way we count minority and white students in our schools, changes that would dramatically alter the reported enrollment by race and ethnicity in our States and in many of our educational institutions. The changes are partly in response to a need recognized in the 2000 Census to collect information on students who are biracial or multiracial. However, the Department of Education has proposed changes that are very different from the Census changes and would make it extremely difficult, and sometimes impossible, to conduct meaningful research or monitor civil rights compliance and educational accountability for students by race and ethnicity. The guidelines published August 7, 2006, in the Federal Register, specify the changes by which schools, colleges, and State governments will collect and report individual-level data and aggregate data on race and ethnicity. . . . This report describes the results of the Department’s proposals, including the fact that they “would suddenly produce vast changes in the apparent racial composition of our educational system, create a large new category that is a grab bag of many forms of multiracial backgrounds, and would very seriously undermine both research and policy analysis work that is essential to understanding racial change and racial inequality as well as to monitor civil rights enforcement.” Executive summary and click for full text:http://www.civilrightsproject.ucla.edu/news/pressreleases/data_proposals_092206.phpDesegregation and the Achievement Gap: Do Diverse Peers Help?
Duke University, Durham, North Carolina. (2006). J. Cooley
Distributed by the Math Science Partnerships’ Learning Network (MSPNet)
“Using a unique panel data set of North Carolina public elementary school students, (the author) estimates a model of achievement production that incorporates heterogeneous responses by students at different points of the achievement distribution, while also allowing for peer spillovers to vary across races and for the formation of different race-based reference groups within the classroom. (She found) evidence of stronger peer influences within reference groups than across reference groups, the magnitude of which varies substantially across the percentiles of the achievement distribution. (The author applies) results to evaluate the efficiency and distributional effects of alternative classroom assignment policies. Diversifying peer groups leads to small but fairly uniform improvements in the achievement gap across the achievement distribution.” Full text: http://hub.mspnet.org/index.cfm/12917
Echoes of Brown: Youth Documenting and Performing the Legacy of Brown v. Board of Education
(Book with DVD, Videos, Teaching Resources, and Interviews) Teachers College Press, New York City. (2004). M. Fine, R. A. Roberts, M. E. Torre, & J. Bloom. “ Echoes of Brown features a performance by a diverse ensemble of youth from suburban and urban schools who speak back to the victories and continuing struggles for justice and democracy in public schools.” An excellent review of the book and DVD was published in Perspectives on Urban Education. For purchase: http://store.tcpress.com/0807745162.shtmlReview in Perspectives on Urban Education: http://www.urbanedjournal.org/reviews/breview0019.htmlEquality of Educational Opportunity: A 40-Year Retrospective
Wisconsin Center for Education Research, University of Wisconsin-Madison. (2006). A. Gamoran & D. A. Long. “Equality of Educational Opportunity, the 1966 landmark study by James Coleman and colleagues, persists as a seminal source for continuing research on schools and student achievement. Three main findings of the Coleman report are still evident in the U.S. today. In 1966, U.S. schools were highly segregated by race. Following marked reductions in racial isolation during the 1970s and 1980s, segregation increased during the 1990s, and on some indicators, levels of segregation are nearly as high today as they were in 1966. Although Blacks today are less likely to study in all-Black schools, most are still enrolled in schools with predominantly minority populations. Black-White achievement gaps are smaller today than they were at the time of the Coleman report, but they are no smaller today than they were in 1990, and they remain substantial. Coleman’s most controversial finding, that variation in achievement is more closely tied to family background than to school resources, has stood the test of time. However, later studies have noted that a significant portion of within-school achievement variation is due to schooling, through mechanisms such as tracking and teacher effects. . . . An emphasis on achievement testing in current U.S. education policy means that the research legacy of the Coleman report remains as important as ever.” Abstract and click for full text:http://www.wcer.wisc.edu/publications/workingPapers/Working_Paper_No_2006_09.phpFifty Years After Brown: Latinos Paved Way for Historic School Desegregation Case
In Motion Magazine, NPC Productions. (2004). C. Munoz Jr.
“In 1944, an 8-year-old Mexican American girl by the name of Sylvia Mendez had been denied admission to her local white school in Westminster, California. Though most of the nation does not know about Sylvia, it was her case that struck the first blow against segregation in the United States. The case, known as Mendez v. Westminster, did not make the Supreme Court's docket. It did not need to since the lower federal courts decided in favor of Sylvia's case at the State level in 1945. The case marked the end of legal school segregation in California.” This article reviews the Westminster case and the involvement of Thurgood Marshall and Earl Warren. Full text: http://www.inmotionmagazine.com/er/cm_brown.htmlFrom Desegregation to Diversity: A School District’s Self-Assessment Guide on Race, Student Assignment,
and the LawCouncil of Urban Boards of Education, National School Boards Association, Alexandria, Virginia. (2002). E. C. Darden, A. L. Coleman & S. R. Palmer. “The guide offers advice on how to make student-assignment policy decisions that best serve the educational goals of local school officials while minimizing the legal risks. It is co-authored by Edwin C. Darden, senior staff attorney with NSBA's Office of the General Counsel and staff liaison for the Racial Isolation Task Force, and Arthur L. Coleman and Scott R. Palmer, both of Nixon Peabody LLP.” For purchase: https://secure.nsba.org/pubs/item_info.cfm?who=pub&ID=493
Historical Reversals, Accelerating Resegregation, and the Need for New Integration StrategiesThe Civil Rights Project at the University of California, Los Angeles. (2007). C. Lee & G. Orfield This report “finds that for the first time in three decades, the South is in danger of losing its leadership as the nation's most integrated schools. The report examines the effects of the dual processes of racial transformation and resegregation on the educational opportunity of students, as well as the relationship between race and poverty and its implications in light of the recent Supreme Court decisions. The report concludes with recommendations for school districts.” Full text: http://www.civilrightsproject.ucla.edu/research/deseg/deseg_gen.php
Jonathon Kozol’s Nation of Shame Forty Years Later: Theme Issue of JournalJournal of Educational Controversy. (2007). Woodring College of Education, Western Washington University. As expressed by the journal’s editor, “Jonathan Kozol reminds us that this country’s schools are more segregated now than at any time since 1968. The moral imperative driving the public schools is found in the language of the nation’s ideals as well as in the rhetoric of its political slogans, but that imperative has not been able to be realized. What is the nature of the gap between the present realities of American schooling and a fulfilled vision of equal educational opportunities for all? In this issue we invite authors to examine various forces that impede or distract from the realization of this vision, whether structural, moral, political, or pragmatic.” Thirteen full-text articles and accompanying information:http://www.wce.wwu.edu/Resources/CEP/eJournal/v002n001/Lost Learning, Forgotten Promises: A National Analysis of School Racial Segregation, Student Achievement, and “Controlled Choice” Plans Center for American Progress, Washington DC. (2006). D. N. Harris “This report considers the educational consequences of the considerable racial segregation that remains in schools today and the potential of controlled choice to address them. It begins with an extensive review of research regarding the effects of school integration. Previous research provides relatively strong evidence that desegregation helps minority students reach higher academic achievement and better long-term outcomes, such as college attendance and employment. Previous studies on the subject, however, are either decades old or focus on relatively small groups of students. This report provides a new, exhaustive analysis of racial segregation across the country. Using test score information required by the federal No Child Left Behind Act, the study analyzes the effects of segregation in more than 22,000 schools across the country that enroll more than 18 million students. . . . The new information is used to address two basic questions: First, do minority students learn more in integrated schools? Second, would racial integration improve the equity of learning outcomes in general and in the Louisville and Seattle districts that are the subjects of the Supreme Court case?” Overview and click at the bottom for the full text:http://www.americanprogress.org/issues/2006/11/lostlearning.htmlMinority Suburbanization, Stable Integration, and Economic Opportunity in Fifteen Metropolitan RegionsInstitute on Race and Poverty, University of Minnesota. (2006). With support of the Ford Foundation. “The research reported here examined the dynamics of suburbanization and racial change in fifteen large U.S. metro areas from 1980 to 2000, and the geography of jobs from 1990-2000. This report presents the fifteen-metro results, and provides in-depth examples for four metro areas — Detroit, Chicago, Atlanta, and Washington, D.C. The results are consistent with other recent research showing that, despite considerable suburbanization of households of color, residential segregation has not declined ‘meaningfully,’ and that segregated suburban patterns tend to reflect those of their metro regions overall.” Full report 2006 – Click on the second item at the right:http://www.irpumn.org/website/projects/index.php?strWebAction=project_detail&intProjectID=15Race and Regionalism Conference 2005: Audio Files and PowerPointsInstitute on Race and Poverty, University of Minnesota, Minneapolis “The Institute on Race & Poverty’s Race & Regionalism Conference 2005 was held in downtown Minneapolis May 6-7, 2005. . . . Topics covered at the conference included (a) the roots of segregation and its consequences . . . . ; (b) the pull of the suburbs and the trend of resegregation in some of those communities; (c) the effects of affordable housing production and land use policies on racial stratification in metropolitan regions; (d) the potential for building successful multiracial coalitions; (e) the extent to which our public schools are segregated and the varied successes of funding and busing strategies to integrate the schools economically and racially; (f) the role of regional governance in equity reforms; and (g) reflections on where we need to go from here. The sessions of the conference are listed. Follow the session links to listen to audio files of the speaker presentations and question-and-answer sessions. PowerPoint presentations made by speakers, handouts distributed at the conference and links to speakers’ websites are also available on each of the session pages.” Links to sessions, audios, and materials: http://www.irpumn.org/website/conference/
Race and School Desegregation: Contemporary Legal and Educational IssuesConstance E. Clayton Lectures, Graduate School of Education, University of Pennsylvania, Perspectives on Urban Education. (2002). E. G. Epps. The lecturer reviews the history of school segregation and desegregation and the trend toward resegregation; discusses the gains and losses of desegregation in the last 45 years; and makes recommendations. He concludes that, “as the nation becomes more diverse ethnically, some groups are becoming increasingly isolated. . . . Latino students will soon become the largest non-European racial/ethnic group in the public schools, and like African Americans, they tend to be urban dwellers and disproportionately from lower income families. In addition to all the disadvantages associated with concentrated poverty, these students also encounter language discrimination. Latino segregation is currently more severe than African American segregation. And the relationship between segregation by race and segregation by poverty in public schools is very strong. High poverty schools will have to acquire many additional resources in order to address family crises, safety, and other neighborhood problems. These schools also tend to be served by less qualified teachers, and have greater problems of student and teacher mobility. Schools with high concentrations of poverty level students present the greatest challenge to educational reform.” Full text: http://www.urbanedjournal.org/archive/Issue%201/FeatureArticles/article0003.html
Race-Conscious Policies for Assigning Students to Schools:
Social Science Research and the Supreme Court CasesCommittee on Social Science Research Evidence on Racial Diversity in Schools, National Academy of Education, Washington DC. (2007). R. L. Linn & K. G. Welner (Eds.). “On June 28, 2007, the Supreme Court issued rulings in two related cases (collectively known as the Meredith cases) examining the use of race by K-12 public school districts as a factor in assigning students to schools. At issue was the constitutionality of desegregation policies voluntarily adopted by the Jefferson County School District (in Louisville, Kentucky) and the Seattle School District1 asking whether these race-based student assignment policies violated the Equal Protection Clause of the Fourteenth Amendment to the U.S. Constitution. . . . This report summarizes and analyzes the existing body of research related to race-conscious student assignment policies, building upon the amicus curiae (friend of the court) briefs filed with the Supreme Court in support of petitioners and respondents in these two cases.” Full text: http://www.naeducation.org/NAEd_Publications.html#TopOfPage
Race in American Public Schools: Rapidly Resegregating School Districts The Civil Rights Project at Harvard University. (2002). E. Frankenberg & C. Lee. Distributed by The Civil Rights Project, University of California, Los Angeles
“This brief report, which disaggregates school racial composition at the district level in order to more deeply explore the patterns of segregation as they affect our nation's youth, . . . examines segregation trends in large school districts across the country and addresses the following key questions: (a) Are metropolitan countywide districts, which had shown considerable integration through the mid-1980s8 still integrated?; (b) To what extent are children in central city school districts segregated from children of other races?; and (c) Are there effects of the dramatic increase in minority enrollment in large suburban systems?” Introduction and click for full text: http://www.civilrightsproject.ucla.edu/research/deseg/reseg_schools02.phpRace, Place, and Segregation: Redrawing the Color Line in Our Nation’s Metros
Civil Rights Project at Harvard University, John F. Kennedy School of Government at Harvard University, and
The Leadership Council for Metropolitan Open Communities. (2002).
Distributed by The Civil Rights Project, University of California, Los Angeles
“A small number of communities are becoming increasingly white as gentrification is occurring and some multi-racial communities are developing. Within a rapidly changing metropolitan community, there are new possibilities and new risks. Communities need to address concerns about equity and access to adequate housing, transportation and employment opportunities, and to coordinate regionally to begin to deal effectively with a more complex metropolitan space.” This report is the result of four housing studies in three metropolitan areas: Boston, Chicago, and San Diego. Each report may be downloaded separately. Full text of each report – Scroll down:http://www.civilrightsproject.ucla.edu/research/metro/three_metros.phpRace, Schools, and Neighborhoods: Reducing Barriers to Achievement
Thursday’s Child Public Policy Forum. (2007). Chapin Hall Center for Children, University of Chicago. “At the Thursday's Child public policy forum on May 10, 2007, in Washington, D.C., Chapin Hall Senior Researcher Lauren Rich discussed how race and socioeconomic status contribute to school achievement gaps. Other panelists discussed how residential segregation contributes to the problem, and how efforts such as housing voucher and school-based programs can help address disparities in educational achievement.” To listen to the complete audio recording:http://www.about.chapinhall.org/conferences/urban/may2007/presentations.htmlRacial Transformation and the Changing Nature of Segregation
The Civil Rights Project at Harvard University. (2006). G. Orfield & C. Lee.
Distributed by The Civil Rights Project, University of California, Los Angeles
This report “addresses the changing patterns of segregation in the American public school system for the past four decades, focusing on the changes brought on by the dismantling of the desegregation orders in the last decade in districts that have been declared unitary. It analyzes the rise of multiracial schools and the need for a new paradigm to discuss race relations. . . . ‘What the country needs now,’ according to author Orfield, ‘is a new recognition that our success as a nation depends on equal opportunity for all students and for preparing all groups of Americans to live in an extremely multiracial society that will have no racial majority and is risking its future when it confines its growing populations to separate and unequal schools.’”
Full text: http://www.civilrightsproject.ucla.edu/research/deseg/deseg06.php
Rescuing Brown v. Board of Education:
Profiles of Twelve School Districts Pursuing Socioeconomic School Integration
The Century Foundation, New York City. (2007). R. D. Kahlenberg
This report “examines twelve school systems and finds that when socioeconomic school integration plans are well implemented, they can boost academic achievement and also provide students with a racially integrated schooling environment.”
Leading districts pursuing socioeconomic integration -- Wake County, NC; La Crosse, WI: Cambridge, MA.
Additional districts profiled: Berkeley Unified School District, CA; Brandywine Public School District, DE; Charlotte-Mecklenburg Public Schools, NC; Manatee County School District, FL; McKinney Independent School District, TX; Minneapolis Public Schools; Omaha Public School District; Rochester City School District, NY; San Francisco Unified School District.
Full text: http://www.tcf.org/list.asp?type=PB&pubid=618
School Segregation: A Focus on Hispanic/Latino Children
ETS Policy Notes. (2001). L. Laosa.
Educational Testing Service, Princeton, New Jersey.
“This issue of ETS Policy Notes reviews national demographic trends in school segregation, summarizing research findings. Though the national debate on school segregation emphasizes Blacks and Whites, present-day school segregation includes segregation by socioeconomic level, ethnicity, and native language. The research study reported here examined features of the ecology of schools, describing elementary schools attended by children who migrated from Puerto Rico to New Jersey, with a focus on racial/ethnic composition, linguistic composition, socioeconomic characteristics, neighborhood type, school size and crowdedness, and interrelationships among these characteristics. Results found that school segregation by race/ethnicity and language closely related to segregation by poverty and parental education. Segregation was associated with crowded schools. A second article addresses policies and judicial trends regarding school desegregation, highlighting the segregation of Hispanic students.”
Full text:
http://www.ets.org/portal/site/ets/menuitem.c988ba0e5dd572bada20bc47c3921509/?vgnextoid=4f40af5e44df4010VgnVCM10000022f95190RCRD&
vgnextchannel=3f85be3a864f4010VgnVCM10000022f95190RCRD
Segregated Schools Hinder Reading Skills: Results of a StudyFPG Child Development Institute, University of North Carolina, Chapel Hill. (2007). This study “examined reading development from kindergarten to third grade for 1,913 economically disadvantaged children. The children were part of the Children from Early Childhood Longitudinal Study–Kindergarten Cohort, a nationally representative sample of more than 22,000 children enrolled in approximately 1,000 kindergarten programs. . . . (The researchers found that) children in families with low incomes who attend schools where the minority population exceeds 75 percent of the student enrollment under-perform in reading, even after accounting for the quality of the literacy instruction, literary experiences at home, gender, race and other variables. . . . (The study points out that) the majority of black and Hispanic children in the United States attend such ‘minority segregated’ schools, according to the National Center for Education Statistics.” Press release, summary of the study, a podcast, and charts:http://www.fpg.unc.edu/news/highlight_detail.cfm?ID=694Simple Justice: The History of Brown v. Board of EducationRandom House, New York City. (2004 Edition). R. Kluger. “ Simple Justice is the definitive history of the landmark case Brown v. Board of Education and the epic struggle for racial equality in this country. Combining intensive research with original interviews with surviving participants, Richard Kluger provides the fullest possible view of the human and legal drama in the years before 1954, the cumulative assaults on the white power structure that defended segregation, and the step-by-step establishment of a team of inspired black lawyers that could successfully challenge the law. Now Kluger has updated his work with a new final chapter covering events and issues that have arisen since the book was first published, including developments in civil rights and recent cases involving affirmative action, which rose directly out of Brown v. Board of Education.” Book review – In Motion Magazine: http://www.inmotionmagazine.com/er/y_zmaila1.htmlTo purchase the 2004 edition of Richard Kluger’s book:http://www.randomhouse.com/catalog/display.pperl?isbn=9781400030613 Special Issue on Desegregation, Civil Rights, and the Brown v. Board of Education
Supreme Court Decision
Rethinking Schools Online (2004). Rethinking Schools, Milwaukee, Wisconsin.
This is an entire topical issue, with twenty articles on desegregation and related issues.
Full text of entire issue: http://www.rethinkingschools.org/archive/18_03/18_03.shtml
Still Looking to the Future: Voluntary K-12 School Integration --
A Manual For Parents, Educators, and Advocates
NAACP Legal Defense and Educational Fund, The Civil Rights Project at Harvard University, and the Center for the Study of Race and Law at the University of Virginia School of Law. (2005).
This manual “is designed to help parents, students, community leaders, school board members, administrators, and attorneys understand the legal, political, and policy issues related to the promotion of racial and ethnic diversity in public schools. . . . The manual explains and describes how to apply recent federal court cases from around the United States which uphold the ability of school districts to voluntarily desegregate themselves and obtain the educational and societal benefits of diversity in our schools. (It) summarizes the research that demonstrates the profound educational and societal benefits of diversity in our schools. “Looking to the Future” reviews the student assignment strategies and legal considerations at work when school districts pursue these kinds of voluntary methods of achieving racial and ethnic diversity. The manual concludes with suggestions for concrete steps that can be taken to promote racial integration, and to implement policies and practices that foster positive, integrative learning environments for all students.” Press release and click under Publications at the right for full text:
http://www.naacpldf.org/content.aspx?article=698Student Segregation and Achievement Tracking in Year-Round Schools
Teachers College Record, Columbia University. (2005). R. Mitchell & D. Mitchell. “Twenty-five percent of California's elementary school children attend schools operating on nontraditional, staggered, overlapping attendance calendars collectively referred to as multi-track year-round education (MT-YRE). This case study reveals substantial differences in the characteristics of students and teachers across the four attendance tracks of eight MT-YRE schools in one large California school district. . . . Findings suggest that MT-YRE readily (re)segregates students within schools and thereby inhibits access to equal educational opportunity relative to traditional and nontraditional single-track school calendars.” Abstract (full text by purchase or membership):http://www.tcrecord.org/Content.asp?ContentId=11812Supreme Court of the United States:
Parents Involved in Community Schools v. Seattle School District No. 1 et al.
Decided June 28, 2007 -- and
Meredith v. Jefferson County Board of Education, Decided June 28, 2007.
On June 28, 2007, the U.S. Supreme Court ruled against programs in Seattle, Washington, and Louisville, Kentucky, that sought to maintain school-by-school diversity by limiting transfers on the basis of race or using race as a tie-breaker for admission to certain schools. The NAACP Legal Defense Fund makes available the Syllabus and opinions released by the Court. In addition, the Civil Rights Project offers responses, papers on school segregation, links to information about related court cases, and other resources. Several other articles on the Court’s decision are available. Syllabus and opinions:http://www.naacpldf.org/volint/add_docs/volint_sc_decision.htmlMeredith v. Jefferson County Board of Education: Decision June 28, 2007,
U.S. Supreme Court -- Facts of the Case, Oral Argument, Briefs, Docket, and Written Opinion
http://www.oyez.org/cases/2000-2009/2006/2006_05_915/
Parents Involved in Community Schools v. Seattle School District No. 1: Decision June 28, 2007 – Facts of the Case, Oral Argument, Briefs, Docket, and Written Opinion:
http://www.oyez.org/cases/2000-2009/2006/2006_05_908/
Brookings Institution commentary:
http://www.brookings.edu/views/op-ed/price20070628.htm
Civil Rights Project response page: http://www.civilrightsproject.ucla.edu/policy/court/voltint.phpArticle in Rethinking Schools Online:
http://www.rethinkingschools.org/archive/22_01/ples221.shtml
New York Times Magazine – The Next Kind of Integration, July 20, 2008:
http://www.nytimes.com/2008/07/20/magazine/20integration-t.html?_r=1&oref=slogin
Resources and commentary from the Equity Assistance Center, New York University: http://steinhardt.nyu.edu/metrocenter/EAC/Specialtopic.htmlThe Effect of Charter Schools on School Peer Composition. 2006
National Center for the Study of Privatization in Education. (2006).
Teachers College, Columbia University, New York City.
K. Booker, R. Zimmer, & R. Budd
“Charter school critics argue that charter success might be illusory if charter schools are simply recruiting the best students from traditional public schools and that charter schools may further stratify an already racially stratified system. One way to address these concerns is to analyze the effect of the redistribution of students to charter schools on the dynamics of peers within traditional public schools. In this study, (the researchers) examine charter and traditional public schools in California and Texas. . . . (They find) that black students in both States are more likely to move to charter schools and tend to move to charter schools with a higher percentage of black students, and those schools are more racially concentrated than the public schools they leave. (They) also find that students who move to charter schools are on average lower performing than other students at the public schools they leave and that this performance gap is largest for black students.”
Full text – Scroll down to #110:
http://www.ncspe.org/list-papers.php
The Big Sort: Why the Clustering of Like-Minded America Is Tearing Us Apart
Houghton Mifflin. (2008). B. Bishop with R. G. Cushing.
The publisher’s overview states that “America may be more diverse than ever coast to coast, but the places where we live are becoming increasingly crowded with people who live, think, and vote like we do. This social transformation didn't happen by accident. We've built a country where we can all choose the neighborhood and church and news show — most compatible with our lifestyle and beliefs. And we are living with the consequences of this way-of-life segregation. Our country has become so polarized, so ideologically inbred, that people don't know and can't understand those who live just a few miles away. The reason for this situation, and the dire implications for our country, is the subject of this ground-breaking work. In 2004, journalist Bill Bishop made national news in a series of articles when he first described ‘the big sort.’ Armed with original and startling demographic data, he showed how Americans have been sorting themselves over the past three decades into homogeneous communities — not at the regional level, or the red-state/blue-state level, but at the micro level of city and neighborhood.”
Click for reviews, excerpts, and purchase information:
http://www.thebigsort.com/home.php
The Impact of Arkansas Act 60 on African American School Leadership and Racial Composition of School Districts
The Rural School and Community Trust, Arlington, Virginia. (2005). L. Jimerson. “Act 60 mandated annexation or consolidation of all districts with less than 350 students. This Act affected 99 districts — 57 districts closed and 42 districts received students from the closed districts. Twenty-seven of these districts had a majority African-American student population, or were combined with such a district. . . . This report examines the impact of Arkansas' Act 60 (2004) on the racial composition of the student population, elected school boards, and administrative leadership of 27 districts affected by consolidations involving one or more districts with an African-American majority.” Full Text: http://www.ruraledu.org/site/apps/nl/content3.asp?c=beJMIZOCIrH&b=1000115&ct=1030139The Impact of Racial and Ethnic Diversity on Educational Outcomes:
Cambridge, Massachusetts, School District
The Civil Rights Project, Harvard University. (2002). M. Kurlaender & J. T. Yun Distributed by The Civil Rights Project, University of California, Los Angeles “Cambridge public schools are extremely diverse and have been significantly integrated for many years. This city with a population of more than 100,000 has only a single high school, so the entire diversity of the city is present in this one school. . . . The Cambridge School Committee decided in early 2002 to embrace a new strategy emphasizing socioeconomic desegregation in an attempt to preserve racial and ethnic diversity in a time when policies based solely on race may be prohibited or strictly limited. . . . This study surveyed senior students and found that the impact is positive in terms of comfort with a diverse group and preparation for working within a diverse community. While there is room for improvement in the school, the study clearly shows the benefit of integration and a commitment to continuing improvement.” Full text:http://www.civilrightsproject.ucla.edu/research/diversity/cambridge_diversity.phpThe Impact of Racial and Ethnic Diversity on Educational Outcomes:
Lynn, Massachusetts, School District
The Civil Rights Project at Harvard University. (2002). M. Kurlaender & J. T. Yun. Distributed by The Civil Rights Project, University of California, Los Angeles “As the nation’s public school districts are being forced by court decisions to consider the future of integration in their communities, it is appropriate to ask students who have experienced desegregated schooling about its impacts. . . . Although neighboring Boston has abandoned its desegregation efforts under pressure from conservative federal courts, the Lynn schools are attempting to preserve racial and ethnic diversity in a time when policies based solely on race are under attack. . . .This memorandum addresses the impact of racial and ethnic diversity on the 11th grade student population in the Lynn School District. It provides information about students’ thoughts and feelings about people of other racial and ethnic groups, as well as about how students believe their schooling has been affected by the presence of a diverse student body. . . . (The memo provides) basic responses, by race, to a number of questions from a survey. Four distinct areas are explored: (a) future educational aspirations and goals; (b) perceptions of support by the school; (c) student learning and peer interaction; and (d) citizenship and democratic principles.” Full text:http://www.civilrightsproject.ucla.edu/research/diversity/lynn_diversity.php
The Integration Report: A Bi-Weekly Update on the Status of Integration in Our Nation’s SchoolsThe Civil Rights Project/Proyecto Derechos Civiles, University of California, Los Angeles Initiated in January 2008, “The Integration Report seeks to illuminate the complexity of the political and legal landscape in the aftermath of the June 2007 Supreme Court decision in Parents Involved in Community Schools v. Seattle School District No.1 and Meredith v. Jefferson County Board of Education. This ruling radically limited the use of race in student assignment policies. Rather than viewing this as the end of racial integration in U.S. public schools, The Report makes it clear that the continued pursuit of integration in our schools is a dynamic issue that becomes more complex. The Integration Report intends to serve and educate a broad group of education stakeholders, including superintendents, school board members, policy makers, teachers, parents, students and community members on the latest developments in efforts to pursue integration.” Current issue: http://theintegrationreport.wordpress.com/Archives: http://theintegrationreport.wordpress.com/archives/To receive it by email: http://theintegrationreport.wordpress.com/subscribe/The Segregation of American TeachersThe Civil Rights Project at Harvard University. Cambridge, Massachusetts. (2006). E. Frankenberg; Foreword by G. Orfield. Distributed by The Civil Rights Project, University of California, Los Angeles “Data from a unique new survey of over 1,000 teachers in K-12 public schools across the country show that our teaching force is largely segregated. This is the first report in a series analyzing this new dataset (and it) finds that teachers of different races are teaching students of very different racial composition, adding an extra dimension to growing student racial segregation. Future Civil Rights Project reports analyzing this dataset will examine working conditions, teachers’ attitudes and relationships, and training for diverse schools that may well influence their decisions about where to teach and whether they believe they will remain at their schools.” Overview and click for full text: http://www.civilrightsproject.ucla.edu/news/pressreleases/segregation_american_teachers.phpThe Shame of the Nation: The Restoration of Apartheid Schools in America
Barnes & Noble. (2005). J. Kozol
"Over the past several years, Jonathan Kozol has visited nearly 60 public schools. Virtually everywhere, he finds that conditions have grown worse for inner-city children in the 15 years since federal courts began dismantling the landmark ruling in Brown v. Board of Education. First, a state of nearly absolute apartheid now prevails in thousands of our schools. The segregation of black children has reverted to a level that the nation has not seen since 1968. Few of the students in these schools know white children any longer. Second, a protomilitary form of discipline has now emerged, modeled on stick-and-carrot methods of behavioral control traditionally used in prisons but targeted exclusively at black and Hispanic children. And third, as high-stakes testing takes on pathological and punitive dimensions, liberal education in our inner-city schools has been increasingly replaced by culturally barren and robotic methods of instruction that would be rejected out of hand by schools that serve the mainstream of society.” The book includes the voices of children, teachers, and trusted leaders of the black community and offers a challenge to fulfill the promise of Brown v. Board of Education to America’s youngest citizens.
For purchase:
http://search.barnesandnoble.com/bookSearch/isbnInquiry.asp?r=1&popup=0&isbn=1400052440
The Social Science Evidence of the Effects of Diversity in K-12 Schools.Poverty and Race. (2007). Poverty & Race Research Action Council, Washington DC. R. A. Mickelson. “Findings from recent social science research are consistent and persuasive -- integrated schools are an important component of high quality, equitable education. . . . During the last few decades, the social science evidence on the educational benefits of integrated education for all students has become more definitive. Social science research methods have improved our ability to investigate the complexity of the real world in which students learn.” The author reviews these findings, the Social Scientists’ Statement, and the Spivack Archive being developed by the American Sociological Association. Full text: http://www.prrac.org/full_text.php?text_id=1153&item_id=10652&newsletter_id=95&header=September/October%202007%20Newsletter Why Desegregation Matters: Poverty and Educational Inequality
The Civil Rights Project at Harvard University. (2005). G. Orfield & C. Lee.
Distributed by The Civil Rights Project, University of California, Los Angeles
“This report examines the changing nature of segregation and integration in a society that has now become far more profoundly multiracial than it was in the past and explores some of the connections between segregation by race, segregation by poverty, and unequal opportunity. It has several basic goals—to help people understand some of the mechanisms of educational inequality by looking at segregation of schools and students by poverty, discussing the massive research literature showing the ways in which high poverty schools are systematically unequal, and then exploring the racial consequences of the fact that concentrated poverty schools have a vastly larger impact on black and Latino students than on their white and Asian counterparts. Another basic goal of the paper is to show how different relationships between race and poverty in differing parts of a nation in rapid demographic transition challenges the traditional black-white description of segregation.”
Introduction and click at bottom of page for full text:
http://www.civilrightsproject.ucla.edu/research/deseg/deseg05.php
This information is an attempt to gather wide-ranging information in one place, to convey what others have accomplished, and to make valuable resources readily accessible. Information is presented in the language of the developer, publisher, distributor, or author. The Southeast Regional Resource Center has no ownership of anything described in this library. Readers should review the copyright and distribution policies shown at the websites of the sources. SERRC is not the source of any document in this library, but simply conveys information to show the availability of these resources.
The opinions expressed herein do not necessarily reflect the position of policy of the U.S. Department of Education, and no endorsement of the U.S. Department of Education should be inferred. Information from sources funded by the U.S. Department of Education is likely to have been vetted by the Department; information from other sources is unlikely to have been vetted.
|
