Mastering the Semi-Structured Interview and Beyond: From Research Design to Analysis and Publication

Notes

>> 231 Notes notes to Chapter 1 1. Shaker Heights High School 2002–2003 School Year Report Card (Columbus, OH: Department of Education, p. 3). Data also indicate that 11.1% of the high school students were economically disadvantaged, 0.9% were limited in their English proficiency, and 13.2% were students with disabilities. notes to Chapter 6 1. Reed v. Rhodes, as quoted in The Cleveland Desegregation Decision: Reed v. Rhodes. Prepared for the Study Group on Racial Isolation in the Public Schools and Its Member Organizations. Shaker Heights Public Library Local History Collection. 2. See Shaker Heights Public Schools INFO: Intra-Staff Communication, September 1976. See also “A Further Statement on the Battisti Case” (September 30, 1976), Shaker Heights Public Schools Intra-Staff Communication, Shaker Heights Public Library Local History Collection. 3. In her November 2, 1976, memo to Jack Taylor (“Subject: Information for November 18th Meeting”), Beverly Mason proposed several plans for a systemic response to the racial imbalance, and some elements of this proposal were implemented over the next 10 years. See also two related documents: R. C. Blue (March 3, 1981), “A Special Report on the Princeton Plan or Grade Level Organization : A Desegregation Strategy for the Shaker Heights City School Schools”; Alternative Plans for Achieving Racial Balance in Schools, a document written under the direction of Dr. Guy M. Sconzo by a committee and issued around March or April of 1981. Both documents are in the Shaker Heights Public Library Local History Collection. 4. Administrative council meeting summary, November 20, 1979, page 1. District archives. 5. Superintendent’s professional advisory council meeting, March 9, 1983. District archives. 6. Superintendent’s professional advisory council meeting, April 8, 1983. District archives. notes to Appendix A 1. Data from this question revealed stark variation among parents as to their interpretation of “control.” A good deal of this variation appeared to correspond to parents’ racial and socioeconomic backgrounds. My use of these Likert-scale 232 > 233 eliminated in the 1970–1971 school year, according to J. Lawson, “Answers to questions on balance, ballots, and levels,” School Review, October 1970, p. 3. 7. Much of this event was captured in a film, Struggle for Integration, which was produced and directed by Stuart Math (Stuart Math Films, Inc., Cleveland, OH). Shaker Heights Public Library Local History Collection. 8. Current course levels include the following: advanced placement, honors, college preparatory, general education. 9. According to the Selected Initiatives to Improve Student Achievement in the Shaker Heights City Schools (January 15, 1997, p. 11), a tutoring center in the high school library opened in 1979. A tutoring center for elementary students was established in 1980. 10. See Ferguson (2002) for details on the MSAN, as well as a summary of data on the achievement gap from participating districts. 11. During 1980–1981, one of the several years Stephen was at Moreland, the elementary school was 72% African American. Because of the district’s voluntary busing program, a percentage of black students elected to attend predominantly white schools elsewhere in the district, and a percentage of white students from predominantly white schools elected to attend Moreland. The projected percentage of enrollment of black students at Moreland without the busing plan was estimated to be 96 percent. This is per a memorandum and attachments from Jack P. Taylor, Superintendent of Schools, to Members of the Board of Education, January 5, 1981, regarding State Guidelines for Desegregation. Shaker Heights Public Library Local History Collection. 12. State proficiency tests, in existence since 1990, consist of a test in math, reading, writing, citizenship, and science. The overall passing rate in that first year was 51% of the 373 ninth-grade students, with the percentage of whites passing in the first year at 81% and for blacks, 22%. See B. Sims, “Proficiency test results disappointing ,” Shakerite, February 7, 1991, p. 3. Diana took the test a number of years later, and passing rates for black students did show improvement. A study and preparation program for the proficiency tests, PROBE, was instituted in 1991 for students who failed the test. 13. In transcribing this statement, Galletta found Nika used the word “they” instead of the “we” Galletta expected, revealing a level of distance on Nika’s part toward the predominantly white advanced placement class with whom she spent most of her school-age years. 14. A review of yearbooks through the mid-1990s indicates students used various renditions of the social designation “the crew” to describe what may be different...