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

Autor/in	Linn, Robert L. Ed.
Sonst. Personen	Welner, Kevin G. (Hrsg.)
Institution	National Academy of Education
Titel	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
Quelle	(2007), (58 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Student Placement; Race; Social Science Research; Social Sciences; Court Litigation; Racial Composition; Student Diversity; Academic Achievement; Cognitive Ability; Teaching Experience; Racial Relations; Outcomes of Education; School Choice; Magnet Schools; School Desegregation; Educational Policy; Kentucky; Washington + Suchen Sie Ihr Suchwort? Schülerpraktikum; Rasse; Abstammung; Social scientific research; Sozialwissenschaftliche Forschung; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Rechtsstreit; Schulleistung; Denkfähigkeit; Lernleistung; Schulerfolg; Choice of school; Schulwahl; Integrative Schule; Politics of education; Bildungspolitik
Abstract	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. The National Academy of Education (NAEd) Board of Directors recognized the importance of the social science issues framed by the litigation, and accordingly, constituted a committee in January 2007 to review the 64 amicus briefs filed with the Supreme Court, paying special attention to the use of social science research in support of the position taken by each brief. The committee was composed of three categories of researchers: those with no prior research record in this area, but with strong methodological skills in multivariate statistics and measurement (Haertel and Linn); those with some research record in the area (Borman, Hanushek, and Welner); and those with an extensive record in the area (Schofield and Trent). This insider/outsider composition provided a balance of knowledge and fresh inquiry. Appended are the briefs reviewed for this report. (Contains 2 tables, 1 figure and 22 footnotes.) (ERIC).
Anmerkungen	National Academy of Education. 500 Fifth Street NW Suite 339, Washington, DC 20001. Tel: 202-334-2341; Fax: 202-334-2350; e-mail: info@naeducation.org; Web site: http://www.naeducation.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10