Racial and Social Class Isolation in the Schools PDF Download
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Author: Robert P. O'Reilly
Publisher:
ISBN:
Category :
Languages : en
Pages : 401
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Book Description
Author: University of the State of New York. Division of Research
Publisher: Greenwood
ISBN:
Category : Social Science
Languages : en
Pages : 458
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Book Description
Author: Robert P. O'Reilly
Publisher:
ISBN:
Category :
Languages : en
Pages : 401
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Book Description
Author: United States Commission on Civil Rights
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 602
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Book Description
Author: United States Commission on Civil Rights
Publisher:
ISBN:
Category : Public schools
Languages : en
Pages : 296
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Book Description
]. -- V. 1. Report -- v. 2. Appendices.
Author: University of the State of New York. Bureau of School and Cultural Research
Publisher:
ISBN:
Category : African Americans
Languages : en
Pages : 108
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Book Description
Author: University of the State of New York. Division of Research
Publisher:
ISBN:
Category : Discrimination in education
Languages : en
Pages : 542
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Book Description
Author: John Charles Boger
Publisher: Univ of North Carolina Press
ISBN: 0807876771
Category : Education
Languages : en
Pages : 396
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Book Description
Confronting a reality that many policy makers would prefer to ignore, contributors to this volume offer the latest information on the trend toward the racial and socioeconomic resegregation of southern schools. In the region that has achieved more widespread public school integration than any other since 1970, resegregation, combined with resource inequities and the current "accountability movement," is now bringing public education in the South to a critical crossroads. In thirteen essays, leading thinkers in the field of race and public education present not only the latest data and statistics on the trend toward resegregation but also legal and policy analysis of why these trends are accelerating, how they are harmful, and what can be done to counter them. What's at stake is the quality of education available to both white and nonwhite students, they argue. This volume will help educators, policy makers, and concerned citizens begin a much-needed dialogue about how America can best educate its increasingly multiethnic student population in the twenty-first century. Contributors: Karen E. Banks, Wake County Public School System, Raleigh, N.C. John Charles Boger, University of North Carolina School of Law Erwin Chemerinsky, Duke Law School Charles T. Clotfelter, Duke University Susan Leigh Flinspach, University of California, Santa Cruz Erica Frankenberg, Harvard Graduate School of Education Catherine E. Freeman, U.S. Department of Education Jay P. Heubert, Teachers College, Columbia University Jennifer Jellison Holme, University of California, Los Angeles Michal Kurlaender, Harvard Graduate School of Education Helen F. Ladd, Duke University Luis M. Laosa, Kingston, N.J. Jacinta S. Ma, U.S. Equal Employment Opportunity Commission Roslyn Arlin Mickelson, University of North Carolina at Charlotte Gary Orfield, Harvard Graduate School of Education Gregory J. Palardy, University of Georgia john a. powell, Ohio State University Sean F. Reardon, Stanford University Russell W. Rumberger, University of California, Santa Barbara Benjamin Scafidi, Georgia State University David L. Sjoquist, Georgia State University Jacob L. Vigdor, Duke University Amy Stuart Wells, Teachers College, Columbia University John T. Yun, University of California, Santa Barbara
Author: United States. Civil Rights Commission
Publisher:
ISBN:
Category : Discrimination in education
Languages : en
Pages : 308
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Book Description
Author: United States Commission on Civil Rights
Publisher:
ISBN:
Category : Segregation in education
Languages : en
Pages : 304
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Book Description
Author: Amy Stuart Wells
Publisher: Yale University Press
ISBN: 9780300081336
Category : Social Science
Languages : en
Pages : 398
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Book Description
This important book takes the discussion of racial inequality in America beyond simplistic arguments of white racism and black victimization to a more complex conversation about the separate but unequal situation in many schools today. Amy Stuart Wells and Robert Crain investigate the St. Louis, Missouri, school desegregation plan, a unique agreement that since 1983 has given black inner-city students the right to choose to attend predominantly white suburban schools. After five years of research and hundreds of interviews with policymakers, administrators, teachers, students, and parents, Wells and Crain conclude that when school desegregation is examined from these many perspectives, more strengths than weaknesses emerge. They call for a reexamination of now-popular school choice policies across the country so that these policies may help to bring about more racial and social-class integration. Stepping over the Color Line intertwines data on student achievement and racial isolation with stories of the people who participated in the St. Louis program. The authors set these individuals within a broad historical and social context and demonstrate how important linkages between the past and present help explain why efforts to overcome racial inequality--in St. Louis and in the larger society--are so difficult. "The authors do a superb job of explaining how this innovative program came about, placing it in a broad context that takes it beyond its immediate and local implications. The book is at times heartbreaking and at times uplifting."--Richard Zweigenhaft, co-author of Blacks in the White Establishment? A Study of Race and Class in America
