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August 30, 2002
A Crucial Moment in the History
and Future
of Public Schooling in America
The following papers were presented during the conference
The
Resegregation of Southern Schools? held on August 30, 2002
at the University of North Carolina in Chapel Hill, North Carolina.
These research
papers are not final versions; please do not quote or cite without
the permission of the The Civil Rights Project.
No accountability for Diversity:
Standardized Tests and the Demise of Racially Mixed Schools
Amy Stuart Wells and Jennifer Jellison Holme
In the last 20 years we have witnessed two conflicting but overlapping
trends in education: an increase in racially segregated schools
and an unprecedented rise in the use of standardized tests to hold
both schools and students accountable for greater levels of achievement.
While the relationship between these two trends is unclear, and
their timing may be more coincidental than causal, we argue that...
No Accountability for Diversity:
Standardized Tests and the Demise of Racially Mixed Schools
(In PDF Format: 237.7KB, 33 secs on a 56 Kbps connection)
Trends in Public School Segregation
in the South, 1987-2000
John T. Yun and Sean F. Reardon
Since 1954 and the U.S. Supreme Court’s Brown
v. Board of Education decision essentially outlawing state supported
racial segregation in America’s public schools, the South has
held a central place in the school desegregation pantheon. From
the lack of implementation of desegregation plans in the 1950s,
to the more aggressive plans mandated and implemented in the 1960s
and early 1970s, the South has been the at the core of the school
desegregation controversy...
Trends in Public School
Segregation in the South, 1987-2000
(In PDF Format: 958.6 KB, 2 minute 13 secs on 56 Kbps connection)
Integrating Neighborhoods,
Segregating Schools: The Retreat From School Desegregation in the
South, 1990-2000
Sean F Reardon and John T. Yun
After decades of being the most successfully integrated schools
in the United States, the schools of the South appear headed slowly
toward resegregation. There are two possible primary causes of this
trend, each with different policy implications. One possibility
is that public schools are becoming more segregated as a result
of increasingly segregated residential patterns, particularly between-district
segregation patterns...
Integrating Neighborhoods,
Segregating Schools: The Retreat From School Desegregation in the
South, 1990-2000
(In PDF Format: 703.4 KB, 1 minute 38 secs on 56 Kbps connection)
The Limited Influence of Social
Science Evidence in Modern Desegregation Cases
James E. Ryan
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 Limited Influence of Social
Science Evidence in Modern Desegregation Cases
(In PDF Format: 425.9 KB, 59 secs on 56 Kbps connection)
An "integrated"
theory of integrated education
John A. Powell
As America grows more and more diverse, there are
many uncertainties, particularly after September 11. But one thing
that is certain is that racially segregated education negatively
impacts all citizens and undermines the goal of constructing a multi-racial
and multi-ethnic democracy...
An "integrated" theory
of integrated education
(In PDF Format: 696.2 KB, 1 minute 37 secs on 56 Kbps connection)
Ethnoracial,
Linguistic, and Socioeconomic Composition of Student Bodies and
the Academic Performance of Texas Public Schools
Luis M. Laosa
The school system of the state of Texas has recently
become the focus of considerable attention and a frequent topic
of policy discussions, although there is no consensus regarding
the effectiveness or dynamics of that system. At the same time,
population growth continues to transform the state of Texas. Data
from the 2000 Census showed that most of this growth in the last
decade is due to...
Ethnoracial, Linguistic, and Socioeconomic
Composition of Student Bodies and the Academic Performance of Texas
Public Schools
(In PDF Format. 2.19 MB, 5 minutes 2 secs on 56K bps connection)
The Impact
of School Segregation on Residential Housing Patterns: Mobile, AL
and Charlotte, NC
Erica Frankenberg
Schooling and residential racial patterns of segregation
are linked in several ways. The effects of segregated neighborhoods
creating segregated schools have been widely studied, and are explained
by a simple fact of geography: schools most commonly draw students
from their immediate geographic region. Segregated neighborhoods
will result in segregated schools when students are assigned to
schools based on their neighborhoods.
The Impact of School Segregation
on Residential Housing Patterns:Mobile, AL and Charlotte, NC
(In PDF Format: 211.2 Kb, 29 secs on 56 Kbps connection)
Courts Must Share the Blame
for the Failure to Desegregate Public Schools
Erin Chemerinsky
A half century of efforts at school desegregation
have largely failed. Gary Orfield's powerful recent study, Schools
More Separate: Consequences of a Decade of Resegregation, carefully
documents that over the 1990s, America's public schools have become
substantially more segregated. In the South...
Courts Must Share the Blame
for the Failure to Desegregate Public Schools
(In PDF Format: 254.6 KB, 35 secs on 56 Kbps connection)
A Public Laboratory Dewey
Barely Imagined: The Emerging Model of School Governance and Legal
Reform
James S. Liebman and Charles F. Sabel
After decades of apparent decay and immobilism, the
American public school system is in the midst of a vast and promising
reform. The core architectural principle of the emergent system
is the grant by higher level authorities---federal government, states,
school districts---to lower level ones of autonomy to pursue the
broad goal of improving education...
A Public Laboratory Dewey
Barely Imagined: The Emerging Model of School Governance and Legal
Reform
(In PDF Format: 416.1 KB, 58 secs on 56 Kbps connection)
Shifting from Court-Ordered
to Court-Ended Desegregation in Nashville: Student Assignment and
Teacher Resources
Ellen Goldring and Claire Smrekar
In the past few years, increasing numbers of school
districts across the country have been declared unitary, ending
decades of cross-town busing designed to desegregate schools in
residentially segregated urban school systems. Many student assignment
plans under unitary status rely upon neighborhood schools and parent
choice options as mechanisms for student reassignment. Under these
scenarios...
Shifting from Court-Ordered
to Court-Ended Desegregation in Nashville: Student Assignment and
Teacher Resources
(In PDF Format: 554.38 KB, 1 minute 17 secs on 56 Kbps connection)
The Impact of Student Composition
on Academic Achievement in Southern High Schools
Russell W. Rumberger & Gregory J. Palardy
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 Impact of Student
Composition on Academic Achievement in Southern High Schools
(In PDF Format:795.6 KB, 1 minute 50 secs on 56 Kbps connection)
The
Academic Consequences of Desegregation and Segregation: Evidence
from the Charlotte-Mecklenburg Schools
Roslyn Arlin Mickelson
The empirical evidence that desegregation actually
improves the academic outcomes of minority students has been, until
recently, largely equivocal. Although the race gap in achievement
has narrowed somewhat, it continues despite decades of desegregation.
For many of desegregation's critics, the narrowing of the race gap
is easily explained by...
The Academic Consequences
of Desegregation and Segregation: Evidence from the Charlotte-Mecklenburg
Schools
(In PDF Format: 1.01 MB, 2 minutes 20 secs on 56 Kbps connection)
Title I As an Instrument for
Desegregation And Equal Educational Opportunity
Bill Taylor
What makes the difference between racially and socio-economically
segregated schools and those that are desegregated? The shibboleth
of anti-desegregation groups that it is not necessary for black
children to sit next to white children in order to learn is an irrelevancy.
The middle class schools of the suburbs generally have several attributes
that contribute to their effectiveness. One is...
Title I As an Instrument for
Desegregation And Equal Educational Opportunity
(In PDF Format: 105 KB, 14 secs on 56K Kbps connection)
Educations's 'Perfect Storm?'
Racial Resegregation, 'High Stakes Testing, & School Inequities:
The Case of North Carolina
John Charles Boger
Among its lessons, The Perfect Storm illustrates that
converging forces can sometimes overwhelm even seasoned professionals
who focus on discrete threats rather than their combined power.
This paper will examine three educational developments-(1) student
resegregation by race and socioeconomic class; (2) "high-stakes"
accountability measures aimed at affecting educators' decisions
on student promotion and graduation; (3)...
Educations's 'Perfect Storm?'
Racial Resegregation, 'High Stakes Testing, & School Inequities:
The Case of North Carolina
(In PDF Format: 980 KB, 2 minutes 16 secs on 56 Kbps connection)
Reconsidering the Role of
District Court Judges in School Desegregation
Wendy Parker
Power once defined district court judges in school
desegregation cases. Judges controlled everything that could be
controlled. They set the issues to be considered, participated in
the usual settlement, and supervised decrees that bused students
and revamped schools. For this, they were subject to public vilification
and...
Reconsidering the Role of District
Court Judges in School Desegregation
(In PDF Format: 262.7 KB, 36 secs on 56 Kbps connection)
Segregation and Resegregation
in North Carolina's Public School Classrooms
Charles T. Clotfelter, Helen F. Ladd, and Jacob L. Vigdor
This paper presents evidence on patterns of and trends
in interracial contact in public schools in North Carolina, focusing
on the importance of racial disparities within schools as well as
conventionally measured disparities between schools. Employing detailed
administrative data from North Carolina for the years 1994/95 and
2000/01, we investigate the degree to which students of different
racial and ethnic groups are in classrooms together. We examine...
Segregation and Resegregation
in North Carolina's Public School Classrooms
(In PDF Format: 205.1 KB, 28 secs on 56 Kbps connection)
Graphs
(In PDF Format: 1.96 MB, 4 minutes 33secs on 56 Kbps connection)
Private Schools, Segregation,
and the Southern States
Charles T. Clotfelter
Now is a propitious time to reexamine the role that
private schools are playing with respect to school desegregation
and segregation.1 Especially in light of the growth in incomes and
urbanization in the South over this period, it is pertinent to ask
whether patterns of private school enrollment in the South have
become more similar to those historically observed in the Northeast
and Midwest. Among the reasons why it is important to learn...
Private Schools,
Segregation, and the Southern States
(In PDF Format: 1.04 MB, 2 minutes 25 secs on 56 Kbps connection)
Racial Segregation in Georgia
Public Schools, 1994-2001: Trends, Causes and Impact on Teacher
Quality
Catherine Freeman, Benjamin Scafidi and David L. Sjoquist
Although there is considerable controversy in the
empirical literature about the impact of most school resources on
student outcomes(Hanushek, 1996), there is strong evidence that
teacher quality has a large impact on student outcomes...
Racial Segregation in
Georgia Public Schools, 1994-2001: Trends, Causes and Impact on
Teacher Quality
(In PDF Format: 1.43 MB, 3 minutes 19 secs on 56 Kbps connection)
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