Divided we fail. Coming together through public school choice. The report of the Century Foundation Task Force on the Common School.

Sonst. Personen	Chaplin, Duncan (Hrsg.); u.a.
Titel	Divided we fail. Coming together through public school choice. The report of the Century Foundation Task Force on the Common School.
Quelle	New York, NY: The Century Foundation Pr. (2002), XIII, 250 S.Verfügbarkeit
Beigaben	Register
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-87078-476-5
Schlagwörter	Chancengleichheit; Soziale Herkunft; Schule; Schulwahl; Schüler; Ungleichheit; Armut; Rassenintegration; Rassismus; Segregation; Integration; Ethnische Gruppe; USA
Abstract	"The central source of school inequality is economic and racial segregation. All of history suggests that separate schools for poor and middle-class children are inherently unequal. A child growing up in a poor family has reduced life chances, but attending a school with large numbers of low-income classmates poses a second, independent strike against him or her.... The members of the Task Force believe that poor children, given the right environment, can achieve at very high levels." The report discusses and advocates in detail economic and racial integration and the Task Force members are convinced that education policy can indeed achieve this goal; they recommend "a series of policies to overcome each of six significant impediments": 1) logistical challenges (geographical separation of low- income and middle-class children); 2) political challenges (the concerns that middle-class families may have with integration); 3) legal challenges against the use of race in student assignment; 4) jurisdictional challenges (separation of students by existing school district lines); 5) financial obstacles to integration; 6) within-school obstacles to integration. (DIPF/Orig./Bi.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2004_(CD)