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School Diversity We are committed to generating and synthesizing research on key civil rights and equal opportunity policies that have been neglected or overlooked. The Impact of Student Composition on Academic Achievement in Southern High SchoolsRussell W. Rumberger & Gregory J. Palardy. August 30, 2002 Research commissioned for the conference The Resegregation of Southern Schools. The issue of school segregation came to the forefront of education policy when, in 1954, the U.S. Supreme Court declared that the de jure segregation of schools was unconstitutional because it was "inherently unequal" (Orfield, 2001, p. 10). Subsequent litigation and federal legislation, primarily during the 1960s and 1970s, lead to increased racial integration, especially in the South. But over the last 20 years...
The Limited Influence of Social Science Evidence in Modern Desegregation Cases James E. Ryan. August 30, 2002 Research commissioned for the conference The Resegregation of Southern Schools. There are currently two main sets of “desegregation” cases being litigated. One involves attempts to dissolve desegregation decrees, and the central question is whether the school district has sufficiently eliminated the prior vestiges of discrimination to justify declaring the district unitary. The other involves...
The Impact of Racial and Ethnic Diversity: On Educational Outcomes: Lynn, MA School District February 1, 2002 The Lynn public schools are quite racially and ethnically diverse and have been integrated at the primary school level by the district’s voluntary desegregation plans since 1988. This city, with a population of more than 81,000, has three high schools, most of which have students who attended primary schools desegregated by the district’s plan. As the nation’s public schools are being forced by court decisions to consider the future of integration in their communities, it is appropriate to ask students who have experienced desegregated schooling about its impacts. Although neighboring Boston has abandoned its desegregation efforts under pressure from conservative federal courts, the Lynn schools are attempting to preserve racial and ethnic diversity in a time when policies based solely on race are under attack.
The Impact of Racial and Ethnic Diversity on Educational Outcomes: Cambridge, MA School District Michal Kurlaender and John T. Yun. January 29, 2002 Cambridge public schools are extremely diverse and have been significantly integrated for many years. This city with a population of more than 100,000 has only a single high school, so the entire diversity of the city is present in this one school. As the nation’s public school districts are being forced by court decisions to consider the future of integration in their communities, it is appropriate to ask students who have experienced desegregated schooling about its impacts.
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