RACE AND SCHOOLS: ISSUES AND DATA
Updated in July 2009
ADDED IN JULY
(1) African American Teachers in Suburban Desegregated Schools -- Intergroup Differences and the Impact of Performance Pressures.
(2) Horne v. Flores; Speaker of the Arizona House v Flores (Consolidated Cases) -- About the June 2009 Supreme Court decision on Arizona’s
funding for English language learner programs.
(3) Lessons Learned and Opportunities Ignored Since Brown v. Board of Education -- Youth Development and the Myth of a Color-Blind Society,
Annual Brown Lecture, American Educational Research Association.
(4) School Desegregation, Linguistic Segregation, and Access to English for Latino Students. 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/ A Question of Equity Commonwealth Magazine. (2008). Massachusetts Institute for a New Commonwealth (Mass INC), Boston. G. Gurley “In the Bay State, the latest attempt to dismantle the State’s remaining voluntary desegregation plans came days after the Supreme Court decision (on the Seattle and Louisville districts in 2007). A multiracial group of plaintiffs in Lynn filed a new challenge in federal court to the city’s 20-year-old voluntary desegregation program, five years after federal courts declared the city’s plan constitutional. There has also been concern that the Supreme Court ruling could imperil Metco, the voluntary busing program that sends black and Latino students from Boston and Springfield to suburban districts, though no formal action has been filed and State officials continue to express confidence that the program could withstand a constitutional challenge. . . . The changing attitudes alarm those who continue to view school integration as a way to improve both educational opportunity and race relations. And in December, Milton (MA) narrowly escaped a lawsuit over its redistricting plan.” This article provides an extensive discussion of the history and current status of desegregation/resegregation of schools in Massachusetts. Full text: http://www.massinc.org/index.php?id=670&pub_id=2213 Achieving Diversity: Race-Neutral Alternatives in American Education Office 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
African American Teachers in Suburban Desegregated Schools: Intergroup Differences and the Impact of Performance Pressures
Teachers College Record. (2007). Teachers College, Columbia University.
R. O. Mabokela & J. A. Madsen. This “study took place in four predominantly European American districts that surround a large midwestern metropolitan area. . . . A total of 7 male and 7 female African American teachers were interviewed. These male and female participants differed in grade-level positions. . . . Findings, based on the experiences of 14 self-reported accounts of African American teachers in these school environments, illuminated patterns of experiences for teachers of color. Regarding the first sub-theme, automatic notice, teachers developed strategies that assisted them in their transitions to inhospitable environments in the suburban schools. The female teachers reported the need for a strong reference-group orientation that would enable them to retain their cultural identity within the school. Whereas the female teachers viewed automatic notice negatively, the male participants recognized their high visibility as way to compete with their peers. Dealing with symbolic consequences, the second emergent sub-theme, underrepresented individuals often bear the burden of dispelling myths and representing their race in their exchanges with coworkers. The African American teachers also became resistant to representing their race. In many ways, these teachers expressed the notion that their European American colleagues expected them to take ownership for issues that affected only the African American children. . . . In fighting discrepant stereotypes, the third sub-theme, the underrepresented African American teachers had to defend their status to have their accomplishments recognized. The teachers reported that their individuality was often overshadowed by their colleagues’ stereotypical beliefs about African Americans. The male teachers constantly had to refute negative male African American stereotypes, and the women had to deal with proving their worth as ‘qualified’ teachers.”
Abstract (full text by membership or purchase);
http://www.tcrecord.org/Content.asp?ContentID=12892
After “Brown”: The Rise and Retreat of School Desegregation
Princeton University Press, Princeton, New Jersey. (2004). C. Clotfelter.
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
Annual Report to Congress of the Office for Civil Rights, Fiscal Years 2007-08
U.S. Department of Education. (2009).
The Office for Civil Rights “is responsible for enforcing five federal civil rights laws prohibiting discrimination on the basis of race, color, national origin, sex, disability, and age by recipients of federal financial assistance. . . . These civil rights laws represent a national commitment to end discrimination in education programs and activities. . . . . (Further) No Child Left Behind mandates equal access to a quality education, and the Office for Civil Rights (OCR) is working to further guarantee that opportunity for all students by ensuring they are able to learn in an environment free of discrimination. . . . This report details OCR’s efforts in meeting this mission.”
Full text:
http://www.ed.gov/about/offices/list/ocr/congress.html
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=1 Charting 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
Creating 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.aspx Desegregation 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.shtml Review in Perspectives on Urban Education: http://www.urbanedjournal.org/reviews/breview0019.html Equality 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.php Fifty 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.html From Desegregation to Diversity: A School District’s Self-Assessment Guide on Race, Student Assignment,
and the Law Council 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 Geography of Opportunity: Poverty, Place, and Educational Outcomes 2008 Presidential Address, American Educational Research Association. W. F. Tate IV This article is an expanded version of the 2008 American Educational Research Association’s Presidential Address. The purpose of the article is to describe the geography of opportunity in two metropolitan regions of the United States that are engaged in significant efforts to transform their local political economies. Both metropolitan regions have invested substantive resources into the development of an area of industrial science — one in telecommunications, one in biotechnology. A central underlying question in this article is How does geography influence opportunity? The article’s two case studies investigate this question, using different methodological approaches. The article concludes with two important lessons learned from the research.” Although this paper focuses on segregated communities, these places encompass segregated schools and selected school-related variables are discussed. Full text http://www.aera.net/publications/Default.aspx?menu_id=38&id=6070 Guidance on How OCR Assesses the Use of Race in Assigning Students to Elementary and Secondary Schools Office for Civil Rights (OCR), U.S. Department of Education. (2008). On August 28, 2008, the Assistant Secretary for Civil Rights issued a ‘Dear Colleague’ letter to “explain how the Supreme Court’s decision in Parents Involved in Community Schools v. Seattle School Dist. No. 1, 127 S.Ct. 2738 (2007) (Parents Involved), will guide OCR’s assessment of whether a school district’s use of race is consistent with Title VI of the Civil Rights Act of 1964, 42 U.S.C. 2000d (Title VI). OCR is responsible for enforcing Title VI, which prohibits discrimination based on race, color, or national origin by recipients of federal financial assistance, including public elementary and secondary school districts.” On the same date, the Assistant Secretary also issued a letter to explain how OCR will assess the use of race in the context of postsecondary student admissions. Letter on Assigning Students to Elementary and Secondary Schools: http://www.ed.gov/about/offices/list/ocr/letters/raceassignmentese.html Letter on Postsecondary Student Admissions: http://www.ed.gov/about/offices/list/ocr/letters/raceadmissionpse.html Response by the NAACP Legal Defense Fund: http://www.naacpldf.org/content.aspx?article=1317 Historic Reversals, Accelerating Resegregation, and the Need for New Integration Strategies The 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 Horne v. Flores; Speaker of the Arizona House v Flores (Consolidated Cases)
On the Docket, U.S. Supreme Court News. (June 25, 2009). “A divided Supreme Court ruled today that Arizona has provided enough funding for English language learner programs under federal law. The 1992, parents from the Nogales Unified School District filed a class-action lawsuit that charged the State with failing to comply with the Equal Education Opportunity Act, which requires States to ‘take appropriate action to overcome language barriers that impede equal participation by its students in its instructional programs.’ In 2000, the U.S. District Court in Tucson ruled in favor of the parents. The U.S. Court of Appeals for the Ninth Circuit affirmed the lower court ruling. In 2006, the State legislature passed a law intended to address that ruling by increasing the so-called English language learner funds from $340 per student to $450. But the appeals court found that the State law did not adequately remedy the situation, pointing to a two-year limit for the amount of time that an ELL can benefit from state funds for specialized instruction, and a provision which allows school districts to replace State funds with federal funds in order to finance these programs. On January 9, 2009. the Supreme Court agreed to hear the consolidated cases of Horne v. Flores and Speaker of the Arizona House v. Flores. On June 25, 2009, the justices reversed and remanded the case to the lower court in a 5-4 decision by Justice Samuel Alito. ‘The EEOA's 'appropriate action' requirement grants States broad latitude to design, fund, and implement ELL programs that suit local needs and account for local conditions,’ Alito wrote. ‘A proper Rule 60(b)(5) inquiry should recognize this and should ask whether, as a result of structural and managerial improvements, Nogales is now providing equal educational opportunities to ELL students.’ Justice Stephen Breyer filed a dissenting opinion joined by Justices John Paul Stevens, David Souter and Ruth Bader Ginsburg.”
Full text of news item:
http://onthedocket.org/articles/2009/06/25/justices-ease-rules-english-language-learner-programs-june-25-2009
The arguments and the June 25, 2009 decision are available at FindLaw:
http://caselaw.lp.findlaw.com/scripts/getcase.pl?court=US&vol=000&invol=08-289
Coverage on CNN.com, June 25:
http://www.cnn.com/2009/US/06/25/nogales.english.language.suit/
Also see RaceWire:
http://www.racewire.org/archives/2009/06/horne_v_flores_lessons_in_equa_1.html Jonathon Kozol’s Nation of Shame Forty Years Later: Theme Issue of Journal Journal 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/ Lessons Learned and Opportunities Ignored Since Brown v. Board of Education: Youth Development and the Myth of a Color-Blind Society – Annual Brown Lecture in Education Research, American Educational Research Association.
Educational Researcher. (2008). M. B. Spencer. “The scholarship of Kenneth B. and Mamie P. Clark, referenced in the U.S. Supreme Court’s landmark decision in Brown v. Board of Education, emphasized the nation’s color line, not only in the Jim Crow South but in American cities overall. The Clarks pointed out the critical role of context; however, they applied it narrowly to the issue of ‘harm’ as an inevitable consequence of segregation. The author of this article argues that the Clarks and their social science colleagues missed an opportunity to view Black youth as diverse human beings engaged in normal developmental tasks under difficult conditions. She denotes the role of context as key, especially when linked with human growth and psychological processes. Her findings from a sample of impoverished multiethnic youth reaffirm that America is not colorblind and suggest that these youths’ political beliefs and concerns about government vary by ethnicity, gender, family structure, and skin color preferences.”
Full text: http://www.aera.net/publications/Default.aspx?menu_id=38&id=5774 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.html Managing an Identity Crisis: Forum Guide to Implementing New Federal Race
and Ethnicity Categories National Forum on Education Statistics, U.S. Department of Education. (2008). B. Canada (Task Force Chair). “This best-practice guide is developed to assist State and local education agencies in their implementation of the new federal race and ethnicity categories -- thereby reducing redundant efforts within and across States, improving data comparability, and minimizing reporting burden. It serves as a toolkit from which users may select and adopt strategies that will help them quickly begin the process of implementation in their agencies. Data, information systems, and program staff in States and school districts comprise the primary audience for this guide. The vendors of student and staff information systems for these agencies are a secondary, but important, audience. This guide covers all stages and aspects of implementation, from developing procedures at the State level to actual re-identification of a student’s or staff member’s race and ethnicity.” This guide pertains to the Final Guidance on Maintaining, Collecting, and Reporting Racial and Ethnic Data to the U.S. Department of Education, published on October 19, 2007.
Full text of Managing an Identity Crisis:
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008802
To access the October 2007 final guidance in the Federal Register:
http://www.ed.gov/legislation/FedRegister/other/2007-4/101907c.html
Also see Assistant Secretary Bill Evers’ letter elaborating on final guidance, 2008 -- and answers to related policy questions, 2008 -- Scroll down at:
http://www.ed.gov/about/offices/list/opepd/index.html
And see comments by the Civil Rights Project on the guidance when it was first proposed in 2006: http://www.civilrightsproject.ucla.edu/news/pressreleases/data_proposals_092206.php
Minority Suburbanization, Stable Integration, and Economic Opportunity in Fifteen Metropolitan Regions Institute 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=15 NCLB’s Transfer Policy and Court-Ordered Desegregation: The Conflict Between Two Federal Mandates in Richmond County, Georgia, and Pinellas County, Florida Education Policy (2007). E. H. DeBray-Pelot. This article, “a cross-case analysis, analyzes one aspect of the implementation of the No Child Left Behind Act (NCLB) that has generated conflict between the U.S. Department of Education and the federal court system. The conflicts arose between the courts' oversight of desegregation and the implementation of the public school choice mandates of NCLB in two south-eastern school systems, Richmond County, Georgia, and Pinellas County, Florida. The sources used are interviews by the author with each system's school superintendent and school board attorney, as well as official documents, including court orders and correspondence between county and federal officials. The conflicts not only raise constitutional legal issues but highlight the problem of local consent and bargaining in the implementation of federal education policy and illustrate the changing nature of federal authority with respect to desegregation. The two cases contribute to the knowledge base about the judicial implementation of federal education policies.”
Abstract - Click at the right for the free full text: http://epx.sagepub.com/cgi/content/abstract/21/5/717
Philadelphia School Officials Vote to Settle Desegregation Suit
Philadelphia Daily News. (July 9, 2009). V. Russ. “Philadelphia school officials voted yesterday to settle a 40-year-old school desegregation suit that could end court supervision over the city's public schools. . . . When the case began, the Pennsylvania Human Relations Commission sought to end racial disparities in schools by busing in students to achieve a more balanced racial composition. But over time, the district became only 13 percent white and the commission conceded that ending the physical segregation in most schools through busing was impossible. . . . The School Reform Commission unanimously voted to settle the case by pledging to improve educational opportunities to schools that are ‘racially isolated’ by adding programs, equipment and better teachers. . . . The consent agreement approved yesterday must be signed by Commonwealth Court Judge Doris Smith-Ribner, who has set a hearing on the case next Monday (July 13).” NOTE: On July 13, the consent agreement was confirmed in a hearing before Judge Smith-Ribner.
Full text: http://www.philly.com/dailynews/local/20090709_Phila__school_officials_vote_to_settle_desegregation_suit.html Race and Regionalism Conference 2005: Audio Files and PowerPoints Institute 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 Issues Constance 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 Educational Policies Versus a “Color-Blind Constitution” Educational Researcher. (2007). American Educational Research Association, Washington DC. J. D. Anderson “This essay has one major theme, to examine a central argument in contemporary desegregation and affirmative action lawsuits, including the Louisville and Seattle school desegregation cases just decided by the U.S. Supreme Court on June 28, 2007 ( Parents Involved, 2007). The central question is whether the use of racial classifications to achieve school desegregation and diversity violates the Fourteenth Amendment. . . . The article examines the origins and development of citizenship and equal rights by the Reconstruction Congress (1865–1875) to determine if it created a new constitutional order that is color blind and thus prohibits the use of racial classifications by government to achieve school desegregation and affirmative action programs.”
News release – Click at the bottom for the full text: http://www.aera.net/newsmedia/Default.aspx?menu_id=60&id=3448 Race-Conscious Policies for Assigning Students to Schools:
Social Science Research and the Supreme Court Cases Committee 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 -- Scroll to Linn, R. L (titles are in alphabetical order by author): 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.php
Race, 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.php
Racial 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
Remember: The Journey to School Integration
Houghton Mifflin, Boston, Massachusetts. (2004). T. Morrison “Toni Morrison’s look at school desegregation in the 1950s and the civil rights movement that followed is all about people -- those who put themselves on the line to correct unfairness, to challenge accepted values, and to change the way things were, as well as all of us who benefit from those changes today. . . . It introduces a period of recent American history to upper elementary and middle school students, and provides you with ideas for exploring the period through discussion, research, ‘trial experiences,’ examination of primary source material, and written and oral projects.”
For purchase:
http://www.houghtonmifflinbooks.com/catalog/titledetail.cfm?titleNumber=591875
Teacher’s guide -- Freely available:
http://www.houghtonmifflinbooks.com/readers_guides/morrison_remember.shtml#intro
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 Desegregation, Linguistic Segregation, and Access to English for Latino Students
Journal of Educational Controversy. (2007). Western Washington University.
B. Arias. “Latino/Hispano students have advocated for equal educational opportunity through desegregation efforts across the nation; yet their segregation, unlike that of Blacks, has been steadily on the increase. This article proposes that educational reforms designed for Latino students must address the denial of equal educational opportunity as experienced by Latinos, and that the discussion of equal educational opportunity for Latinos must go beyond a dualistic approach which views school desegregation remedies within a Black/White paradigm. . . . (The author explores) the concept of linguistic segregation as an indicator of Latino student access to English in schools; then she reviews the importance that access to English has for English Language Learners and relates this to linguistically relevant educational reforms.”
Full text:
http://www.wce.wwu.edu/Resources/CEP/eJournal/v002n001/a008.shtml 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 Study FPG 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=694 Simple Justice: The History of Brown v. Board of Education Random 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.html
To purchase the 2004 edition of Richard Kluger’s book: http://www.randomhouse.com/catalog/display.pperl?isbn=9781400030613 So Many Children Left Behind: Segregation and the Impact of Subgroup Reporting in No Child Left Behind on the Racial Test Score Gap. Educational Policy (2007). Sage Publications. L. Stiefel, A. E. Schwartz, & C. C. Chellman. “The authors analyze the possible impact of NCLB’s requirement for performance reporting by racial subgroup in light of the considerable racial segregation in U.S. schools. In particular, using data on elementary and middle schools in New York State, the authors show that the schools are so highly segregated that more than half are too homogeneous to report test scores for any racial or ethnic subgroups. In addition, they show that the racial achievement gap is greatest across segregated schools, rather than within integrated ones. The authors analyze the characteristics of schools that are and are not accountable for subgroups . . . and conclude with implications for the reach of the law and for incentives for school segregation.”
Abstract (full text for purchase):
http://epx.sagepub.com/cgi/content/abstract/21/3/527
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=11812
Supreme 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, both cases:
http://www.naacpldf.org/volint/add_docs/volint_sc_decision.html
Meredith 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.php
Article in Rethinking Schools Online: http://www.rethinkingschools.org/archive/22_01/ples221.shtml
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 Forgotten Choice: Rethinking Magnet Schools in a Changing Landscape
The Civil Rights Project/ Proyecto Derechos,
University of California, Los Angeles. (2008).
E. Frankenberg & G. Siegal-Hawley.
“Magnet schools are the largest set of choice-based schools in the nation and today enroll twice as many students as the rapidly growing charter school sector. The intent of magnet schools was to use incentives rather than coercion to create desegregation. Magnet schools, then, represent a compromise between individualism (choosing one’s school) and achieving community goals (diversity). Magnet schools were originally designed to incorporate strong civil rights protections (such as good parent information/outreach, explicit desegregation goals, and free transportation) and most were designed not to have selective admissions processes. This differs from more recent schools of choice that have been designed without these mechanisms. Today, in the aftermath of federal court decisions limiting race-conscious efforts by school districts, magnets comprise a diverse set of schools serving a variety of functions. Many have lost their desegregation mechanisms, which, as (the authors) show, have made a difference in their racial diversity.”
Full text -- Scroll to the right of the page:
http://www.civilrightsproject.ucla.edu/
Also see: Los Angeles Can Use Race as Factor in Magnet Schools,
San Francisco Chronicle. (December 22, 2008).
http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2008/12/22/BA1814RGSM.DTL
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=1030139 The 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.php The 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 Continuing Series The 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/ The Segregation of American Teachers The 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.php The Shame of the Nation: The Restoration of Apartheid Schools in America
Crown Publishing Group, Random House. (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 Using Socioeconomic Diversity to Improve School Outcomes PowerPoint Presentation at the Sixth Annual State of Fair Housing Conference, Rochester, New York. (2007). R. D. Kahlenberg, New Century Foundation, New York City. This presentation (a) reviews information on school districts that are pursuing socioeconomic integration of schools and the positive outcomes; (b) discusses reasons that economic mix matters; and (c) enumerates voluntary and legal strategies and methods of student assignment.
PowerPoint: http://www.tcf.org/list.asp?type=PB&pubid=628 Why Segregation 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
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