From the Courtroom to the Classroom: The Shifting Landscape of School Desegregation

Literaturnachweis - Detailanzeige

Trefferliste

Sonst. Personen	Smrekar, Claire E. (Hrsg.); Goldring, Ellen B. (Hrsg.)
Institution	Harvard University, Graduate School of Education
Titel	From the Courtroom to the Classroom: The Shifting Landscape of School Desegregation
Quelle	(2009), (300 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-9347-4221-1
Schlagwörter	Busing; Race; Public Schools; Neighborhood Schools; School Desegregation; Racial Integration; Racial Segregation; School Resegregation; Politics of Education; Court Litigation; Educational Policy; Policy Analysis; Educational History; Educational Environment; Resource Allocation; Racial Composition; Neighborhood Integration; Residential Patterns; Educational Trends; School Districts; Equal Education; Educational Opportunities; Educational Change; School Choice; Case Studies; California; Colorado; Connecticut; Kentucky; North Carolina + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Public school; Öffentliche Schule; Integrative Schule; Rassenintegration; Rassentrennung; Educational policy; Bildungspolitik; Rechtsstreit; Politics of education; Politikfeldanalyse; History of education; Bildungsgeschichte; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ressourcenallokation; Wohnsituation; Bildungsentwicklung; School district; Schulbezirk; Bildungsangebot; Bildungschance; Bildungsreform; Choice of school; Schulwahl; Case study; Fallstudie; Case Study; Kalifornien
Abstract	"From the Courtroom to the Classroom" examines recent developments pertaining to school desegregation in the United States. As the editors note, it comes at a time marked by a "general downplaying of race and ethnicity as criteria for the allocation of public resources, as well as a weakening of the political forces that support busing to achieve racial integration." The book fills a growing need for a full-scale assessment of this recent history and its effect on schools, children, and communities. This book begins with "Unitary Status, Neighborhood Schools, and Resegregation," an introduction by Claire Smrekar and Ellen Goldring. Section One, The Post-Busing Era: Does Race Matter?, contains: (1) Looking Back: The Effects of Court-Ordered Desegregation (Jomills Henry Braddock II); (2) Trends in School Racial Composition in the Era of Unitary Status (Brian P. An and Adam Gamoran); and (3) The Post-"PICS" Picture: Examining School Districts' Policy Options for Mitigating Racial Segregation (Kevin G. Welner and Eleanor R. Spindler). Section Two, Unitary Status: Policy Levers and Legal Landscapes, contains: (4) Equal Educational Opportunity, School Reform, and the Courts: A Study of the Desegregation Litigation in San Jose (William S. Koski and Jeannie Oakes); (5) "Sheff v. O'Neill": Weak Desegregation Remedies and Strong Disincentives in Connecticut, 1996-2008 (Jack Dougherty, Jesse Wanzer, and Christina Ramsay); (6) Resegregation, Achievement, and the Chimera of Choice in Post-Unitary Charlotte-Mecklenburg Schools (Roslyn Arlin Mickelson, Stephen Samuel Smith, and Stephanie Southworth); and (7) Neighborhood Schools in the Aftermath of Court-Ended Busing: Educators' Perspectives on How Context and Composition Matter (Claire Smrekar and Ellen Goldring). Section Three, Consequences of Court-Ended School Desegregation, contains: (8) Administrative Decisions and Racial Segregation in North Carolina Public Schools (Charles T. Clotfelter, Helen F. Ladd, and Jacob L. Vigdor); (9) The End of "Keyes": Resegregation Trends and Achievement in Denver Public Schools (Catherine L. Horn and Michal Kurlaender); and (10) Integrated Schools, Integrated Futures? A Case Study of School Desegregation in Jefferson County, Kentucky (Kristie J. R. Phillips, Robert J. Rodosky, Marco A. Munoz, and Elisabeth S. Larsen). This book concludes with "Racial Realities Across Different Places: Dual Directions in Recommitting to the Promises of Brown" by Jerome E. Morris. An index is included. [Foreword by Ronald F. Ferguson.] (ERIC).
Anmerkungen	Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail: hepg@harvard.edu; Web site: http://www.hepg.org/hep
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10