In this Book

School Resegregation
summary
Confronting a reality that many policy makers would prefer to ignore, contributors to this volume offer the latest information on the trend toward the racial and socioeconomic resegregation of southern schools. In the region that has achieved more widespread public school integration than any other since 1970, resegregation, combined with resource inequities and the current "accountability movement," is now bringing public education in the South to a critical crossroads.

In thirteen essays, leading thinkers in the field of race and public education present not only the latest data and statistics on the trend toward resegregation but also legal and policy analysis of why these trends are accelerating, how they are harmful, and what can be done to counter them. What's at stake is the quality of education available to both white and nonwhite students, they argue. This volume will help educators, policy makers, and concerned citizens begin a much-needed dialogue about how America can best educate its increasingly multiethnic student population in the twenty-first century.

Contributors:
Karen E. Banks, Wake County Public School System, Raleigh, N.C.
John Charles Boger, University of North Carolina School of Law
Erwin Chemerinsky, Duke Law School
Charles T. Clotfelter, Duke University
Susan Leigh Flinspach, University of California, Santa Cruz
Erica Frankenberg, Harvard Graduate School of Education
Catherine E. Freeman, U.S. Department of Education
Jay P. Heubert, Teachers College, Columbia University
Jennifer Jellison Holme, University of California, Los Angeles
Michal Kurlaender, Harvard Graduate School of Education
Helen F. Ladd, Duke University
Luis M. Laosa, Kingston, N.J.
Jacinta S. Ma, U.S. Equal Employment Opportunity Commission
Roslyn Arlin Mickelson, University of North Carolina at Charlotte
Gary Orfield, Harvard Graduate School of Education
Gregory J. Palardy, University of Georgia
john a. powell, Ohio State University
Sean F. Reardon, Stanford University
Russell W. Rumberger, University of California, Santa Barbara
Benjamin Scafidi, Georgia State University
David L. Sjoquist, Georgia State University
Jacob L. Vigdor, Duke University
Amy Stuart Wells, Teachers College, Columbia University
John T. Yun, University of California, Santa Barbara

Table of Contents

  1. Cover
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  1. Title Page, Copyright Page
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  1. Contents
  2. pp. v-vi
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  1. Acknowledgments
  2. pp. xi-xii
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  1. Introduction. The Southern Dilemma: Losing Brown, Fearing Plessy
  2. pp. 1-26
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  1. PART 1 The History of the Federal Judicial Role: From Brown to Green to Color-Blind
  2. pp. 27-28
  1. 1 The Segregation and Resegregation of American Public Education: The Courts’ Role
  2. Gary Orfield
  3. pp. 29-48
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  1. PART 2 The Color of Southern Schooling: Contemporary Trends
  2. pp. 49-50
  1. 2 Integrating Neighborhoods, Segregating Schools: The Retreat from School Desegregation in the South, 1990–2000
  2. Sean F. Reardon John T. Uun
  3. pp. 51-69
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  1. 3 Classroom-Level Segregation and Resegregation in North Carolina
  2. Charles T. Clotfelter Helen F. Ladd | Jacob L. Vigdor
  3. pp. 70-86
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  1. 4 The Incomplete Desegregation of the Charlotte-Mecklenburg Schools and Its Consequences, 1971–2004
  2. Roslyn Arlin Mickelson
  3. pp. 87-110
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  1. 5 School Segregation in Texas at the Beginning of the Twenty-first Century
  2. Luis M. Laosa
  3. pp. 111-124
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  1. PART 3 The Adverse Impacts of Resegregation
  2. pp. 125-126
  1. 6 Does Resegregation Matter?: The Impact of Social Composition on Academic Achievement in Southern High Schools
  2. pp. 127-147
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  1. 7 Racial Segregation in Georgia Public Schools, 1994–2001: Trends, Causes, and Impact on Teacher Quality
  2. Catherine E. Freeman, Benjamin Scafidi
  3. pp. 148-163
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  1. 8 The Impact of School Segregation on Residential Housing Patterns: Mobile, Alabama, and Charlotte, North Carolina
  2. Erica Fankenberg
  3. pp. 164-184
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  1. PART 4 The New Pressures from Standardized Testing
  2. pp. 185-186
  1. 9 No Accountability for Diversity: Standardized Tests and the Demise of Racially Mixed Schools
  2. Amy Stuart Wells, Jennifer Jellison
  3. pp. 187-211
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  1. 10 High-Stakes Testing, Nationally and in the South: Disparate Impact, Opportunity to Learn, and Current Legal Protections
  2. Jay P. Heubert
  3. pp. 212-236
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  1. PART 5 The Uncertain Future
  2. pp. 237-238
  1. 11 The Future of Race-Conscious Policies in K–12 Public Schools: Support from Recent Legal Opinions and Social Science Research
  2. Jacinta S. Ma | Michal Kurlaender
  3. pp. 239-260
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  1. 12 Moving beyond Race: Socioeconomic Diversity as a Race-Neutral Approach to Desegregation in the Wake County Schools
  2. Susan Leigh fFinspach | Karen E. Banks
  3. pp. 261-280
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  1. 13 A New Theory of Integrated Education: True Integration
  2. John A. Powell
  3. pp. 281-304
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  1. Conclusion. Brown and the American South: Fateful Choices
  2. John Charles Boger
  3. pp. 305-328
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  1. Bibliography
  2. pp. 329-360
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  1. Contributors
  2. pp. 361-364
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  1. Index
  2. pp. 365-381
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