School resegregation : must the South turn back?

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Where to find it

Davis Library (6th floor)

Call Number
LC212.622 .S35 2005
Status
Available
Call Number
LC212.622 .S35 2005 c. 2
Status
Available
Call Number
LC212.622 .S35 2005 c. 3
Status
Available

Law Library — 1st Floor Collection (1st floor)

Call Number
LC212.622 .S35 2005 c. 2
Status
Available

Law Library — Special Collections (1st floor)

Call Number
LC212.622 .S35 2005
Status
In-Library Use Only

North Carolina Collection (Wilson Library)

Call Number
C370.9 S372u
Status
In-Library Use Only
Call Number
C370.9 S372u c. 2
Status
Available

Authors, etc.

Names:

Summary

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

Contents

  • Acknowledgments p. xi
  • Introduction. The Southern Dilemma: Losing Brown, Fearing Plessy p. 1 Gary Orfield
  • Part 1 The History of the Federal Judicial Role: From Brown to Green to Color-Blind
  • 1 The Segregation and Resegregation of American Public Education: The Courts' Role p. 29 Erwin Chemerinsky
  • Part 2 The Color of Southern Schooling: Contemporary Trends
  • 2 Integrating Neighborhoods, Segregating Schools: The Retreat from School Desegregation in the South, 1990-2000 p. 51 Sean F. Reardon and John T. Yun
  • 3 Classroom-Level Segregation and Resegregation in North Carolina p. 70 Charles T. Clotfelter and Helen F. Ladd and Jacob L. Vigdor
  • 4 The Incomplete Desegregation of the Charlotte-Mecklenburg Schools and Its Consequences, 1971-2004 p. 87 Roslyn Arlin Mickelson
  • 5 School Segregation in Texas at the Beginning of the Twenty-first Century p. 111 Luis M. Laosa
  • Part 3 The Adverse Impacts of Resegregation
  • 6 Does Resegregation Matter?: The Impact of Social Composition on Academic Achievement in Southern High Schools p. 127 Russell W. Rumberger and Gregory J. Palardy
  • 7 Racial Segregation in Georgia Public Schools, 1994-2001: Trends, Causes, and Impact on Teacher Quality p. 148 Catherine E. Freeman and Benjamin Scafidi and David L. Sjoquist
  • 8 The Impact of School Segregation on Residential Housing Patterns: Mobile, Alabama, and Charlotte, North Carolina p. 164 Erica Frankenberg
  • Part 4 The New Pressures from Standardized Testing
  • 9 No Accountability for Diversity: Standardized Tests and the Demise of Racially Mixed Schools p. 187 Amy Stuart Wells and Jennifer Jellison Holme
  • 10 High-Stakes Testing, Nationally and in the South: Disparate Impact, Opportunity to Learn, and Current Legal Protections p. 212 Jay P. Heubert
  • Part 5 The Uncertain Future
  • 11 The Future of Race-Conscious Policies in K-12 Public Schools: Support from Recent Legal Opinions and Social Science Research p. 239 Jacinta S. Ma and Michal Kurlaender
  • 12 Moving beyond Race: Socioeconomic Diversity as a Race-Neutral Approach to Desegregation in the Wake County Schools p. 261 Susan Leigh Flinspach and Karen E. Banks
  • 13 A New Theory of Integrated Education: True Integration p. 281 John A. Powell
  • Conclusion. Brown and the American South: Fateful Choices p. 305 John Charles Boger
  • Bibliography p. 329
  • Contributors p. 361

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