ERIC Number: ED371095
Record Type: Non-Journal
Publication Date: 1994-May
Reference Count: N/A
Resegregation in Norfolk, Virginia. Does Restoring Neighborhood Schools Work?
Meldrum, Christina; Eaton, Susan E.
This report reviews school department data and interviews with officials and others involved in the Norfolk (Virginia) school resegregation plan designed to stem White flight and increase parental involvement. The report finds that all the basic assumptions the local community and the court had about the potential benefits of undoing the city's busing plan have turned out to be incorrect. It also shows that the assumptions, predictions, and research used by the court in making its decisions in the Norfolk case were seriously flawed, shortsighted, and incomplete. The increased academic success of Black students that was expected did not materialize; in fact, the gap between segregated target and better-integrated nontarget elementary schools has grown wider, indicating a persistent trend of inequality. The plan has also initiated a sharp increase of concentrated poverty and racial isolation in the city schools, both characteristics long correlated with low academic achievement. It is stated that these findings should serve as a warning to educators and politicians who are beginning to support the idea of segregated neighborhood schools as a solution to academic and other school-related problems. (GLR)
Descriptors: Academic Achievement, Court Litigation, Economically Disadvantaged, Educational Planning, Educationally Disadvantaged, Elementary Education, Elementary Schools, Program Evaluation, Racial Segregation, Research, School Resegregation, Urban Schools
Harvard Project on School Desegregation, 40 Holworthy St., Cambridge, MA 02138 ($10, make checks payable to Harvard University).
Publication Type: Information Analyses; Reports - Descriptive
Education Level: N/A
Sponsor: Spencer Foundation, Chicago, IL.; Andrew W. Mellon Foundation, New York, NY.
Authoring Institution: Harvard Univ., Cambridge, MA.