Stories of School Integration

Institution	The Century Foundation
Titel	Stories of School Integration
Quelle	(2016), (61 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	School Desegregation; Equal Education; School Districts; School Policy; Student Diversity; Academic Achievement; Outcomes of Education; School Choice; Incentives; Educational Objectives; Urban Schools; Suburban Schools; Achievement Gap; Educational Innovation; Classroom Desegregation; Massachusetts (Cambridge); Illinois (Champaign); Illinois (Chicago); Texas (Dallas); Minnesota; Connecticut (Hartford); Kentucky (Louisville); New York (New York) + Suchen Sie Ihr Suchwort? Integrative Schule; School district; Schulbezirk; Schulpolitik; Schulleistung; Lernleistung; Schulerfolg; Choice of school; Schulwahl; Anreiz; Educational objective; Bildungsziel; Erziehungsziel; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Instructional innovation; Bildungsinnovation; Integrationsklasse
Abstract	The number of school districts with socioeconomic integration plans has more than doubled in the past decade and the sophistication of such plans has increased. The nine district case studies from across the United States profiled in this report provide valuable lessons for school integration efforts: (1) When socioeconomic diversity policies are well implemented, they appear to produce strong academic outcomes for students and better prepare them for living in a diverse society; (2) While school integration is often politically challenging, key steps--such as the use of choice and incentives--can smooth the path to community support; (3) Setting clear system-wide goals for integration increases the likelihood of achieving success; (4) Policies that break down artificial walls between city and suburb can have greater impact than those limited to existing district lines; (5) Socioeconomic diversity policies can often lead to racial diversity; (6) Districts have grown more sophisticated in defining disadvantage; and (7) Districts are more likely to be successful when they ensure integration not only in school buildings but also in school classrooms. [Individual papers are indexed in ERIC.] (ERIC).
Anmerkungen	Century Foundation. 41 East 70th Street, New York, NY 10021. Tel: 212-535-4441; Fax: 212-879-9197; e-mail: info@tcf.org; Web site: http://www.tcf.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01