ERIC Number: ED315494
Record Type: RIE
Publication Date: 1987-May
Reference Count: N/A
Dare To Choose: Parental Choice at Independent Neighborhood Schools. Executive Summary.
Ratteray, Joan Davis; Shujaa, Mwalimu
There have been reports in the literature for several years that there are hundreds of independent neighborhood schools in existence, meeting the academic and social needs of Black, Hispanic, Latino, and Native American children who live primarily in urban areas all across this nation. They have long been an important expression of self-help especially among African-Americans. The American dilemma in education derives in part from the dispute between Americans of European descent and Americans from other racial and ethnic groups who are referred to as "minorities" even though they are a majority of the world's population. The issues governing education, therefore, are issues of cultural dominance and power. They are issues of: (1) access (whether certain categories of people should receive a serious academic education at all); (2) content: what will be taught in schools and who will establish this curriculum; and (3) context: from what socio-cultural perspective will children be taught. Independent schools were established in part so that "minority" groups could have input into these and other educational issues. These schools, which are usually preschool through eighth grade, are successful in replacing negative social behavior with positive academic achievement. Teachers design many of the teaching materials, and a majority live in the school community. The children's families often make great financial sacrifices to pay tuition, yet the schools make efforts to keep the fees moderate. Social reform is the basis on which many of these schools are founded. Genuine structural and organizational differences exist between independent schools and public schools. This report includes five figures and 15 tables which depict statistical data about independent schools operated mainly by African Americans. (VM)
Publication Type: Reports - Descriptive; Reports - Research
Education Level: N/A
Authoring Institution: Institute for Independent Education, Inc., Washington, DC.
Note: For full report, see UD 027 277.