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1.
Until the mid‐1970s, the politics of urban school desegregation concentrated almost exclusively on the attainment of some form of racial balance. The racial balance paradigm became the focal point for desegregation planners and for local, state and national dispute about ‘forced bussing’. However, in its 1977 Milliken II ruling, the Supreme Court added critical new elements to the urban school desegregation paradigm. By affirming a desegregation plan which included remedial education components in all‐minority schools, and which required state participation in financing these components, Milliken II heralded a new era of urban school desegregation. Resource issues and school effectiveness issues joined racial balance issues in the crucible of desegregation politics. In this chapter, the post‐Milliken politics of urban school desegregation are highlighted through examination of the St Louis and Kansas City cases. New goals, new issues, new alignments of interests and new political strategies are apparent, presenting new challenges to students of urban education policy and politics. 相似文献
2.
Ain Grooms 《Peabody Journal of Education》2019,94(4):403-419
ABSTRACTIn the 1954 Brown v. Board of Education case, the U.S. Supreme Court ruled segregated schools unconstitutional, and the process of school desegregation fell mostly to Black children. For over 35 years, Black families in St. Louis City have been using school transfers to cross boundaries in order to send their children to higher performing, predominately White schools in suburban St. Louis County in search of “a better education.” Relying on turbulence theory and Critical Race Theory (CRT), this study uses a media framing analysis to examine how newspaper articles described school transfers to the broader public between 2007 and 2017. Findings indicate that the articles described Black and White school districts as being affected by varying levels of turbulence and conflict. Findings also outline examples of opportunity hoarding by White schools and districts. The original focus of the Brown case was the lack of equitable resources in Black schools, and this study reignites questions about exclusion, privilege, and the choices made by Black families to receive educational equity. 相似文献
3.
James V. Shuls 《Journal of School Choice》2018,12(1):80-97
Enrollment in school choice programs is growing, so is overall support for school choice. Many have analyzed what demographic characteristics impact attitudes towards school choice. This article adds to the literature by exploring the interaction between personal decisions regarding school choice and broader support for school choice programs. Focus groups were conducted in St. Louis and Kansas City with 35 parents of school-age children. Participant responses indicate that school choice programs illicit mixed emotions from parents. Most participants personally support school choice and exercise choice themselves by sending their children to magnet, charter, or private schools. At the same time, they have reservations about broader school choice programs. As Schelling (1978) suggests, these individuals act in their own self-interest despite the impact it might have on the aggregate. More to the point, they are willing to express choice themselves, but deny it to others. 相似文献
4.
This study examines the influence of St. John's University Summer Science Experience and Teacher Mentoring Program on African American and Hispanic high school students' interest in science and science teaching as career goals. In the first phase of the program, high school students from six school districts in Suffolk County, Long Island (a suburb of metropolitan New York City) engaged in investigative science experiences that emphasized environmental science, chemistry, and technology and learned about effective science pedagogy. The second phase of the program functioned as a teaching practicum for the high school students, where they planned for instruction and taught middle school students investigations similar to those that they had engaged in during the summer program. Various surveys were developed to assess high school students' attitudes about science and science teaching, knowledge of effective teaching approaches, knowledge of ways to motivate younger students, and the overall impact of the program on the high students' interest in science and/or science teaching as career goals. Program evaluations reveal that over 75% of the students expressed an interest in considering science or science teaching as career possibilities. Implications for minority teacher recruitment are discussed. 相似文献
5.
This article is about policy decision making and racial politics in the St. Louis, Missouri, school district. From a research standpoint, traditional policymaking models are inadequate for explaining the evolution of school reform events in St. Louis over the past year. Teachers, principals, school staff, and parents perceive themselves to be under siege by an external corporate entity. Within a 4-week period, this corporate entity shut down 16 schools (14 were in the predominantly northside African American neighborhoods); laid off teachers and principals, terminated maintenance, security, and food service staff; and outsourced whole service divisions. One high-performing African American school was shut down and sold to St. Louis University so that the university could bulldoze the school to build a basketball stadium. According to one parent interviewee, "We did not know what hit us." Table top theory and the plantation model of policy design, development, and implementation are used as conceptual and practical guides to detail the corporate takeover reform experiment in the St. Louis school district. This study demonstrates that policy practices that are detrimental to the well-being of African American children continue to plague African American communities. New methods for understanding why these policy practices continue require extensive discussion and a critical need for changing the way the powers that be interface with African American interests. 相似文献
6.
The urban university and urban culture 总被引：1，自引：0，他引：1
Conclusion We have briefly described an urban university in contrast to the traditional university, and we have recommended several strategies for changing the traditional university. The urban university plays a much more important role in the intellectual life of the urban community. It reaches throughout the community and, in becoming a center of intellectual activity in its urban settings, gives the intellectual life of a community greater focus. We believe that many urban communities would be anxious to develop an urban university and that such communities would be attractive to a great many people.William L. Blizek and Robert B. Simpson are, respectively, Associate Professor of Philosophy and Assistant Professor of Sociology at the University of Nebraska at Omaha.This paper is a revised version of one presented originally at the First National Conference on Urban Education, Kansas City, Missouri, November 25, 1975. 相似文献
7.
This article describes a joint attempt by the federal government, a private foundation, several local social service agencies, and a local school district to revitalize an urban high school and its neighboring community. This revitalization was to occur through the development of an information system that would provide high school students, adult learners, and community residents with data on educational and job opportunities in St. Louis. The information system was to be reinforced by counseling and referral services provided jointly by the school system and by local civic organizations.The intended purposes and potential impact of such a project that aims at urban high school reform are discussed. The paper provides some insights into the potential pitfalls involved in the implementation of small discretionary projects, as well as the promise of providing integrated social services to an urban population.Presently Assistant Vice President, The Fashion Institute of Technology. 相似文献
8.
This paper describes the urban decay and deconcentration process in the St. Louis metropolitan area and its relationship to the changes that have occurred in the public school systems in the area. Evidence is offered to suggest that schools are as much the victim of urban decay as they are a cause of it. Because of the linkages between these two processes, it is concluded that urban decay cannot be reversed without reviving schools and that the problems exhibited in many school systems cannot be dealt with unless the urban decay process is slowed or reversed. 相似文献
9.
Nearly two decades following the landmark Rodriguez decision in 1973, plaintiffs arguing on behalf of poor urban school districts have found an opening for financial redress. The supreme courts in several states, including New Jersey, Texas and Kentucky, have ruled in the last couple of years that all students are entitled to a ‘minimally adequate’ education. In Abbott v. Burke, in particular, the New Jersey court made reference to the special needs of inner‐city students. In this chapter the authors trace the history of court cases related to urban school finance and analyse both the legal and conceptual basis for recent decisions that may benefit large‐city districts. 相似文献
10.
Christopher Lubienski 《Equity & Excellence in Education》2013,46(4):331-341
Using geographic representations to examine choice policies and patterns in a major urban area, this analysis considers how districts in a metropolitan area are responding to competitive incentives in arranging options for African American students. The findings demonstrate that the distribution of districts' school choice policies exclude poorer students of color from the more preferred school options. The decision of districts to open or close their boundaries to non-residents is tied to both the physical proximity of districts to poorer communities, and to their relative status within the local market hierarchy. Thus, rather than seeing districts compete to attract students (and per-pupil funding) from failing schools, we are instead witnessing a process of districts targeting more preferred students—effectively ignoring the potentially lucrative pool of dissatisfied families (and per-pupil funding) in failing districts. This suggests that districts are responding to a set of incentives quite different from the ones envisioned by reformers, so that although choice is opening up school options, better choices are less available for poor students and students of color. 相似文献
11.
Difficult from the Start: Implementing the Brown Decision in the Kansas City,Missouri Public Schools
Peter William Moran 《Equity & Excellence in Education》2013,46(3):278-288
This article explores the history of school desegregation in Kansas City, Missouri. It examines the development of the school district's initial 1955 desegregation plan based on neighborhood schools, and the impact of that plan. Extensive analysis is devoted to the plan's shortcomings, particularly the provisions allowing students to transfer between schools and the manner in which massive demographic change in the city undermined school desegregation. Finally, the article explores the origins of busing for school desegregation in Kansas City during the early 1960s, the modifications made to the busing plan following protests by the city's civil rights organizations, and the subsequent court decisions that gave shape to the city's magnet schools desegregation plan. 相似文献
12.
The implementation of zero tolerance policies raises important questions. In this article we explore how zero tolerance policies are interpreted, implemented, and enforced differently in urban, rural, and suburban districts, and how this results in unequal numbers of expulsions and suspensions. Using a policy analysis framework, we explored how administrators from economically and culturally distinct communities developed an understanding of zero tolerance policy. In some cases, administrators modified the policy to meet the needs and culture of their districts, while in other situations, administrators adhered to the policy as written. The varying interpretations allowed some children to remain in school for particular offenses while other children were expelled immediately for similar infractions. Our data show that this policy adversely impacts a disproportionately higher number of students color in urban school districts. 相似文献
13.
Salim Chishti 《Research in higher education》1984,21(4):397-414
In recent years some western European countries have adopted restrictive rationing/pricing policies to regulate the accelerated inflow of foreign students. There is no such policy in the U.S. If the current trends continue the population of foreign students in the U.S. may reach one million or so by 1990. In view of their large and rapidly expanding number, it is of some interest to study the economics of their education. An attempt is made here to estimate the economic costs and economic benefits to the U.S. of educating foreign students. It should be emphasized at the outset that the conceptual and data problems have made it impossible to estimate some economic costs and benefits, thereby constraining the comprehensiveness of the overall estimates.An earlier version of this paper was presented at the 47th Annual Meeting, Midwest Economics Association, St. Louis, Missouri, April 1983. 相似文献
14.
Public school choice has become a common feature in American school districts. Any potential benefits that could be derived from these policies depend heavily on the ability of parents and students to make informed and educated decisions about their school options. We examined the readability and complexity of school-choice guides across a sample of large urban districts. These guides are intended to assist parents in learning about their child's options and to help them make informed decisions about schools. We found that none of the guides examined were written within the range considered appropriate for all adults to comprehend. In large urban districts where there are a large proportion of parents that have low levels of literacy, it is likely that many parents will have difficulty comprehending the information presented in the choice guides. We provide some simple steps that could be taken to improve readability of these guides. 相似文献
15.
初中生父母教养方式对子女个性影响的研究 总被引：6，自引：0，他引：6
为了解初中生父母教养方式对子女个性形成和发展的影响,本研究采用父母教养方式量表和艾森克个性问卷(儿童版)对石家庄市城市、农村两所中学389位在校初中生进行了调查,结果发现：第一,初中生的个性特征存在性别和来源差异;第二,初中生父母教养方式对子女的个性有显影响。 相似文献
16.
John Q. Easton Ellen P. Forrest Ruth E. Goldman L. Mark Ludwig 《Community College Journal of Research & Practice》2013,37(2):153-163
Three major urban community college districts replicated a study of very effective teachers originally conducted at the City Colleges of Chicago. Researchers at the cooperating institutions identified teachers who had outstanding reputations and whose students achieved'at very high levels. Intensive interviews revealed four common attributes of the ninety teachers involved in the original and replication studies. The teachers plan and organize goals, they show respect and interest in their students, they encourage student participation, and they monitor student progress and respond accordingly. The excellent teachers in this study are exceptionally dedicated and hard working. Many of the techniques that they use can be successfully used by other teachers who would like to improve their own teaching. 相似文献
17.
The study seeks to determine the underlying factors contributing to the overrepresentation of minorities in school disciplinary programs. Data from 207 Disciplinary Alternative Education Programs (DAEPs) in Texas are analyzed. The data represent more than 62 % of the student population of Texas school districts. Results support the hypothesis that the ‘whiteness’ of school district undesirably affects the overrepresentation of Black students (but not Hispanic students) in DAEP. Overrepresentation of Black students in disciplinary programs is significantly higher in urban school districts than in rural districts. The findings, however, add a new layer of complexity to the debate on the overrepresentation of minorities in disciplinary programs. This is because not only White school districts are more likely than other districts to exercise their discretionary authority to punish minorities but they also more frequently subject their minority students to mandatory disciplines that are well defined by the state. Plausible explanations of such overrepresentation is offered for future research. Neither wealth nor the districts’ type (urban, suburban, rural and mid-size) have been found to have significant impact on discretionary or mandatory disciplinary actions against minority students. 相似文献
18.
The question that drives this article is why some school districts decide to open up charter schools and others do not. Several answers are plausible: (a) entrepreneurial initiative, (b) structural explanations, and (c) spatial competition. We use data for the state of Wisconsin derived from extensive case studies of 19 charter schools and quantitative data on Wisconsin school district from state files and the U.S. Department of Education common core databases. We find evidence to support all three explanations for why districts “go charter.” First, in almost every school and district we visited for case studies, at the heart of either the district or the charter school, and often both, there were entrepreneurial administrators, school board members, teachers, or parents. Our evidence was anecdotal but very consistent across 19 case studies. Second, there are two general sets of structural characteristics that were shown to be quantitatively correlated with becoming a charter district. The first set comprised resource characteristics (size, federal revenue, and available seats); the second set comprised indicators of unmet students needs (the percentage of students eligible for free lunch). Finally, we argue and believe we provide significant evidence that competition is also a motivation for going charter. We posit that open enrollment and charter schools are working together to enhance the flows of students from homeschooling, private schools, dropouts, and other public school districts into charter school districts. Thus using several different indicators and models, estimating both which districts become charter districts and the flow and net gain directly from open enrollment, there is no question that charter schools are increasing competition for students in Wisconsin. 相似文献
19.
Danhua Wang 《Innovative Higher Education》2005,30(1):67-82
This multicase study investigated the learning experiences of four college students identified respectively as internal and external locus of control. They were taking a basic educational technology course that supplemented classroom teaching with two course web sites. Four categories that characterized their learning experiences suggested some relationship between locus of control and learning experience.Danhua Wang is Assistant Professor of Reading at St. Louis Community College. She received the Ph.D. from Oakland University. Her particular interests are the learning and reading comprehension processes 相似文献
20.
Ryan W. Coughlan 《Peabody Journal of Education》2013,88(4):349-366
This study seeks to identify changes in neighborhood and school segregation during the age of rapidly expanding school choice. Prior to 1991, public-school choice was limited. While magnet schools existed and a number of interdistrict transfer programs were in place, few public-school students left their neighborhoods to receive an education. During the past 25 years, the number of public-school choice options has exploded. Today, more than 10% of public-school students attend either a charter school or a magnet school, and many of these schools of choice are concentrated in urban areas. In order to understand how the combination of demographic changes and the expansion of school choice have shaped neighborhoods and schools, this study provides an analysis of levels of racial/ethnic diversity and integration in the 100 most populous U.S. cities and their accompanying school districts. Results of this analysis demonstrate that levels of diversity have risen dramatically in most urban areas as well as in most school districts. Concurrently, an overwhelming majority of cities have experienced increases in neighborhood-level integration while a large majority of schools in their accompanying districts have become increasingly segregated. These divergent patterns in neighborhood and school segregation are cause for alarm and require the immediate attention of policymakers and the public. 相似文献