ERIC Number: ED216075
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
Resegregation: Segregation within Desegregated Schools.
Eyler, Janet; And Others
Resegregation is the process by which students are separated into racially or ethnically isolated groups within desegregated schools. Resegregation may result from the traditional practice of sorting students into apparently homogeneous groups through ability grouping and tracking and through student selection for compensatory education, special education, and bilingual education. The degree to which these practices enhance resegregation is determined by: student assignment procedures that overrepresent minority children in lower academic groupings and underrepresent them in higher academic groupings; minority overrepresentation in school enrollment; the practice of pulling children out of the regular classroom; and the extent to which individual children have multiple eligibility, or qualify for several categorical programs. Discipline practices characterized by the disproportionate suspension of black students also contribute to resegregation. To reduce within-school resegregation, schools must adopt alternatives in current practices. Assessment for student grouping should be based on different kinds of information and should be properly interpreted, instruction should be organized to encourage integration among heterogeneous student groups, and discipline methods should emphasize keeping students in school rather than suspending them. Finally, more research is needed for further progress in reducing resegregation. (Author/MJL)
Descriptors: Ability Grouping, Bilingual Education, Compensatory Education, Desegregation Methods, Elementary Secondary Education, Homogeneous Grouping, Literature Reviews, Minority Group Children, Racial Segregation, School Desegregation, School Resegregation, Special Education, Student Evaluation, Suspension, Teaching Methods
Publication Type: Information Analyses; Reports - General; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Vanderbilt Univ., Nashville, TN.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March, 1982). Prepared at the Institute for Public Policy Studies.