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The case for race-conscious education policy In our unequal
society, families of color fully share the dream of college but
their children often attend schools that do not prepare them, and
the higher education system gives the best opportunities to the
most privileged. Students of color hope for college but often face
a dead end. For many young people, racial inequality puts them at a
disadvantage from early childhood. The Walls around Opportunity
argues that colorblind policies have made college inaccessible to a
large share of students of color, and reveals how policies that
acknowledge racial inequalities and set racial equality goals can
succeed where colorblindness has failed. Gary Orfield paints a
troubling portrait of American higher education, explaining how
profound racial gaps imbedded in virtually every stage of our
children's lives pose a major threat to communities of color and
the nation. He describes how the 1960s and early 1970s was the only
period in history to witness sustained efforts at racial equity in
higher education, and how the Reagan era ushered in today's
colorblind policies, which ignore the realities of color
inequality. Orfield shows how this misguided policy has
resegregated public schools, exacerbated inequalities in college
preparation, denied needed financial aid to families, and led to
huge price increases over decades that have seen little real gain
in income for most Americans. Drawing on a wealth of new data and
featuring commentaries by Stella Flores and James Anderson, this
timely and urgent book shows how colorblind policies serve only to
raise the walls of segregation higher, and proposes real solutions
that can make higher education available to all.
This authoritative book examines the long-standing campaign that
resulted in today's school voucher policies. Advocates of private
school vouchers promulgated a vision of service to low-income
families, students of color, and other marginalized student
populations. Vouchers were sold as a way to advance civil rights.
But as voucher policies grew in size and became an element of
Republican orthodoxy, they evolved into subsidies for a broad swath
of advantaged families, with minimal antidiscrimination
protections. The approach also transmuted into forms like education
savings account programs and vouchers funded through tax-credited
donations. In this book, scholars and national experts untangle
this complex story to show how law and policy have aligned to
dramatically alter the likely future of American schooling. They
offer recommendations for modifying current policies with the goal
of capturing more of the originally stated vision of voucher
programs—equitable access to quality schooling, protection of all
students' civil rights, and advancement of the wider societal goals
of a democratic educational system. Book Features: Shows how a
fast-growing policy is transforming education in the United States
in ways that are very different from how that policy was sold to
the public. Sets the stage with a discussion of the history and
legal dimensions of voucher battles, as well as the politics of
policy change. Examines the basic structure of contemporary private
schooling, the Southern history of vouchers, and the key federal
court decisions that have opened the door to an explosion of state
legislation. Offers profiles of voucher policies in two states that
have made the largest efforts to support vouchers, as well as the
only nationally funded program in the nation's capital. Edited by
three scholars with extensive experience in the study of school
choice, with chapters by national experts who have produced seminal
work in the field.
Many parents search for a "good" school to enroll their children.
They look at the school's standardized test scores and check out
demographic statistics, but fail to investigate the strengths of
these schools that have a vibrant mix of races and cultures. Eileen
Gale Kugler offers a unique perspective on what every educator,
parent, and community leader should know about reaping the rich
harvest of our diverse schools. This book provides guidance on how
we can all work together to dispel the myths and nurture the
opportunities that these schools offer such as academic challenge
and social advantages. Anecdotes from Kugler's personal experience
are included as well as information from 80 interviews with key
educators, parents, and students. This book stands alone as a
resource that pulls all of this information together. Will be of
interest to anyone who cares about education. See Wendy
Burt-Thomas's interview with author Eileen Kugler at http:
//askwendy.wordpress.com/?s=kugle
In Accountability and Opportunity in Higher Education, leading
scholars address the unforeseen impact of accountability standards
on students of color and the institutions that disproportionately
serve them. The book describes how federal policies can worsen
existing racial inequalities in higher education and offers
alternative solutions aimed to protect and advance civil rights for
low-income and minority students and their colleges. This volume
begins with a chapter putting higher education accountability in
historical perspective and connecting it to the increasing
importance of postsecondary education for upward mobility, coupled
with rising barriers to minority student access and success. Based
on a series of studies using cutting-edge research methodologies,
the contributors suggest new ways to design and evaluate
accountability policies that avoid predictable negative
consequences. Written against a backdrop of unequal opportunity and
racial inequality in preparation for and access to higher
education, Accountability and Opportunity in Higher Education
arrives at a pivotal time in American education.
The first major battle over school choice came out of struggles
over equalizing and integrating schools in the civil rights era,
when it became apparent that choice could be either a serious
barrier or a significant tool for reaching these goals. The second
large and continuing movement for choice was part of the very
different anti-government, individualistic, market-based movement
of a more conservative period in which many of the lessons of that
earlier period were forgotten, though choice was once again
presented as the answer to racial inequality. This book brings
civil rights back into the center of the debate and tries to move
from doctrine to empirical research in exploring the many forms of
choice and their very different consequences for equity in U.S.
schools. Leading researchers conclude that although helping
minority children remains a central justification for choice
proponents, ignoring the essential civil rights dimensions of
choice plans risks compounding rather than remedying racial
inequality.
"The United States today is a suburban nation that thinks of race
as an urban issue, and often assumes that it has been largely
solved," write the editors of this groundbreaking and passionately
argued book. They show that the locus of racial and ethnic
transformation is now clearly suburban and illustrate patterns of
demographic change in the suburbs with a series of rich case
studies. The book concludes by considering what kinds of strategies
school officials and community leaders can pursue at all levels to
improve opportunities for suburban low-income students and students
of colour, and what ways address the challenges associated with
demographic change.
Public education at the crossroads 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 the 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.
This authoritative book examines the long-standing campaign that
resulted in today's school voucher policies. Advocates of private
school vouchers promulgated a vision of service to low-income
families, students of color, and other marginalized student
populations. Vouchers were sold as a way to advance civil rights.
But as voucher policies grew in size and became an element of
Republican orthodoxy, they evolved into subsidies for a broad swath
of advantaged families, with minimal antidiscrimination
protections. The approach also transmuted into forms like education
savings account programs and vouchers funded through tax-credited
donations. In this book, scholars and national experts untangle
this complex story to show how law and policy have aligned to
dramatically alter the likely future of American schooling. They
offer recommendations for modifying current policies with the goal
of capturing more of the originally stated vision of voucher
programs—equitable access to quality schooling, protection of all
students' civil rights, and advancement of the wider societal goals
of a democratic educational system. Book Features: Shows how a
fast-growing policy is transforming education in the United States
in ways that are very different from how that policy was sold to
the public. Sets the stage with a discussion of the history and
legal dimensions of voucher battles, as well as the politics of
policy change. Examines the basic structure of contemporary private
schooling, the Southern history of vouchers, and the key federal
court decisions that have opened the door to an explosion of state
legislation. Offers profiles of voucher policies in two states that
have made the largest efforts to support vouchers, as well as the
only nationally funded program in the nation's capital. Edited by
three scholars with extensive experience in the study of school
choice, with chapters by national experts who have produced seminal
work in the field.
The first major battle over school choice came out of struggles
over equalizing and integrating schools in the civil rights era,
when it became apparent that choice could be either a serious
barrier or a significant tool for reaching these goals. The second
large and continuing movement for choice was part of the very
different anti-government, individualistic, market-based movement
of a more conservative period in which many of the lessons of that
earlier period were forgotten, though choice was once again
presented as the answer to racial inequality. This book brings
civil rights back into the center of the debate and tries to move
from doctrine to empirical research in exploring the many forms of
choice and their very different consequences for equity in U.S.
schools. Leading researchers conclude that although helping
minority children remains a central justification for choice
proponents, ignoring the essential civil rights dimensions of
choice plans risks compounding rather than remedying racial
inequality.
The book is divided into two major sections: (1) "Reclaiming
Integration"; (2) "Reclaiming the Language of Race." Both sections
are located in the context of the "post-racial" era and analyzed by
nationally renowned scholars in various dimensions. The purpose of
this organization is to link structural efforts to encourage
voluntary integration with discursive efforts to broaden our social
understanding of race in ways that advance the project of American
democracy. It is our firm belief that we cannot achieve meaningful
advances against enduring racial inequalities without linking
structural impacts of racialization (e.g., racial inequalities in
economics, education, healthcare, etc.) to the social discourse of
race, specifically in terms of the rejection of post-racial
politics that are based on the false idea that racism and
discrimination are no longer obstacles to opportunity in the United
States.
The book is divided into two major sections: (1) "Reclaiming
Integration"; (2) "Reclaiming the Language of Race." Both sections
are located in the context of the "post-racial" era and analyzed by
nationally renowned scholars in various dimensions. The purpose of
this organization is to link structural efforts to encourage
voluntary integration with discursive efforts to broaden our social
understanding of race in ways that advance the project of American
democracy. It is our firm belief that we cannot achieve meaningful
advances against enduring racial inequalities without linking
structural impacts of racialization (e.g., racial inequalities in
economics, education, healthcare, etc.) to the social discourse of
race, specifically in terms of the rejection of post-racial
politics that are based on the false idea that racism and
discrimination are no longer obstacles to opportunity in the United
States.
Many parents search for a 'good' school to enroll their children.
They look at the school's standardized test scores and check out
demographic statistics, but fail to investigate the strengths of
these schools that have a vibrant mix of races and cultures. Eileen
Gale Kugler offers a unique perspective on what every educator,
parent, and community leader should know about reaping the rich
harvest of our diverse schools. This book provides guidance on how
we can all work together to dispel the myths and nurture the
opportunities that these schools offer such as academic challenge
and social advantages. Anecdotes from Kugler's personal experience
are included as well as information from 80 interviews with key
educators, parents, and students. This book stands alone as a
resource that pulls all of this information together. Will be of
interest to anyone who cares about education. See Wendy
Burt-Thomas's interview with author Eileen Kugler at http:
//askwendy.wordpress.com/?s=kugle
Desegregation has been one of the only legally enforceable routes
of access and opportunity for millions of school children. Yet even
as the nation celebrated the 40th anniversary of the 1954 Brown v.
Board of Education decision, Gary Orfield, Director of the Harvard
Project on School Desegregation, began to attract national
attention by identifying and documenting the insidious trend toward
the resegregation of our public schools.
Civil Rights and Federal Higher Education offers a renewed vision
for higher education policy making, presenting an incisive analysis
of the connections between educational politics and educational
inequality. With a view toward the future, the editors assert that
the thoughtful application of evidence-based solutions to complex
policy problems can help establish a more just and equitable system
of higher education. Edited by Nicholas Hillman and Gary Orfield,
the volume focuses on federal policy debates that have significant
racial and socioeconomic implications, linking civil rights reforms
to contemporary higher education policy issues. Through a mix of
history and current events, the chapters highlight how policy has
strayed from the Higher Education Act’s intended trajectory of
promoting and protecting civil rights. This drift, the editors
show, has created far-reaching consequences for students of color,
low-income students, and incarcerated students, in addition to the
colleges that serve them. Deftly identifying the social justice
dimensions of today’s federal policies, the editors reveal how
certain political influences have preserved the interests of
powerful and historically advantaged stakeholders—often at the
expense of those who are less powerful and most disadvantaged. With
great insight, the book’s contributors explore higher education
issues such as enrollment at Minority Serving Institutions,
for-profit college outcomes, and legal and academic perspectives on
affirmative action. Perhaps more importantly, Civil Rights and
Federal Higher Education provides guidance on what can be done to
course correct. The book offers short- and long-term policy
prescriptions and policy alternatives to help legislative staffers,
policy analysts, and researchers plot a way forward.
In Accountability and Opportunity in Higher Education, leading
scholars address the unforeseen impact of accountability standards
on students of color and the institutions that disproportionately
serve them. The book describes how federal policies can worsen
existing racial inequalities in higher education and offers
alternative solutions aimed to protect and advance civil rights for
low-income and minority students and their colleges. This volume
begins with a chapter putting higher education accountability in
historical perspective and connecting it to the increasing
importance of postsecondary education for upward mobility, coupled
with rising barriers to minority student access and success. Based
on a series of studies using cutting-edge research methodologies,
the contributors suggest new ways to design and evaluate
accountability policies that avoid predictable negative
consequences. Written against a backdrop of unequal opportunity and
racial inequality in preparation for and access to higher
education, Accountability and Opportunity in Higher Education
arrives at a pivotal time in American education.
Only half of our nation's minority students graduate from high
school along with their peers. For many groups-Latino, black, or
Native American males-graduation rates are even lower. As states
hasten to institute higher standards and high-stakes tests in the
effort to raise student achievement, this situation is likely to
worsen, particularly among minority students. Yet this educational
and civil rights crisis remains largely hidden from public view.
The dropout problem is far worse than statistics indicate. Many
states and districts simply do not count those students who fail to
receive diplomas as dropouts. Even the hardest-hit urban districts
report dropout rates of only 5-10 percent. In Dropouts in America,
The Civil Rights Project reveals the scope of this hidden crisis,
reviewing the most recent and accurate data on graduation and
dropout rates, exploring the reasons that young people drop out of
school, and presenting the most promising models for helping high
school students graduate with their peers. Dropouts in America is a
call to action for educators, advocates, and policymakers alike,
and an invaluable resource for those concerned with equal rights
and the quality of American education.
In the courts and in referenda campaigns, affirmative action in
college admissions is under full-scale attack. Though it was
designed to help resolve a variety of serious racial problems,
affirmative action's survival may turn on just one
question--whether or not the educational value of diversity is
sufficiently compelling to justify consideration of race as a
factor in deciding whom to admit to colleges and universities.
Diversity Challenged is designed to address that question. This
book explores what is known about how increasing minority
enrollment changes and enriches the educational process. In chapter
after chapter, researchers and policymakers discuss substantial
developing evidence showing that diversity of students can and
usually does produce a broader educational experience, both in
traditional learning and in preparing for jobs, professions, and
effective citizenship in a multiracial democracy. The evidence also
suggests that such benefits can be significantly increased by
appropriate leadership and support on campus. Diversity may be
challenged on college campuses today, but the research and evidence
in this book shows how diversity works. -From the Introduction by
Gary Orfield
This book examines the Buffalo Public Schools and their admissions
process following a civil rights complaint filed by parents and
community leaders. The authors offer research-based recommendations
for reducing barriers to enrollment and for creating competitive
admissions choice systems that will allow all students access to
important educational opportunities.
This book examines the Buffalo Public Schools and their admissions
process following a civil rights complaint filed by parents and
community leaders. The authors offer research-based recommendations
for reducing barriers to enrollment and for creating competitive
admissions choice systems that will allow all students access to
important educational opportunities.
In the wake of the U.S. Supreme Court's landmark decision upholding
affirmative action, this comprehensive and timely book outlines the
agenda for achieving racial justice in higher education in the next
generation. Weaving together current research and a discussion of
overarching demographic, legal, and political issues, the book
focuses on the racial transformation of higher education and the
structural barriers that perpetuate racial stratification at the
postsecondary level. Higher Education and the Color Line includes
chapters that outline the demographic changes in elementary,
secondary, and postsecondary school enrollment; the evolving role
of law and policy; the barriers faced by minority college students;
and the kinds of programs that best serve them. Topics addressed
include financial aid; the role of community colleges;
nontraditional paths to postsecondary education; and the role of
higher education in social and economic mobility. In addition to
providing a thorough and up-to-date assessment of the state of
racial integration in higher education, the book goes beyond the
usual black-and-white analysis to provide a multiethnic perspective
supported by extensive new data. Taken together, these discussions
examine the role of higher education in opening up equal
opportunity for mobility in American society--or in reinforcing the
segregation between white and nonwhite America. It provides insight
for how institutions, states, and the country should be thinking
about U.S. Supreme Court Justice Sandra Day O'Connor's hope that
affirmative action will no longer be needed in 25 years.
The dream of public higher education in America is to provide
opportunity for many and to offer transformative help to American
communities and the economy.
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