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ERIC Number: ED459217
Record Type: Non-Journal
Publication Date: 2001-Jul
Pages: 55
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Schools More Separate: Consequences of a Decade of Resegregation.
Orfield, Gary
School segregation intensified through the 1990s, during which time three major Supreme Court decisions authorized a return to segregated neighborhood schools. Though the U.S. South is much more integrated now than before the civil rights revolution, it is moving backward. This report describes the background of school resegregation; public opinion and trends in school segregation; benefits of desegregation; costs of segregation; public opinion about desegregation; the effectiveness of strategies for equalizing separate education; the impacts of inferior education; and reasons for returning to segregation. Although student diversity has increased significantly, most children experience separate societies and schools. White children attend more segregated schools than any other racial group. Segregation follows Black and Hispanic families as they move from the city to suburbia. The high level of suburban segregation reported for Black and Hispanic students in this report suggests that a major set of challenges to the future of the minority middle class and to the integration of suburbia need to be addressed. Hispanic children have been more segregated than Blacks for a number of years, not only by race and ethnicity but also by poverty. There is also serious segregation developing by language. Segregated schools are highly unequal. Segregation by race relates to segregation by poverty and many forms of educational inequality for minority students. Americans believe their children benefit from integrated education, and segregation has not been an effective policy. Segregated schools have significantly higher dropout levels and poorer records of preparing students for higher education. Eleven recommendations are presented, including: expanding the federal magnet school program and imposing desegregation requirements for federally supported charter schools; exploring school and housing policies to avoid massive resegregation of large sections of the inner suburbs; promoting and funding teacher exchanges between city and suburban school districts and training teachers in techniques for successful interracial classrooms; and creating more two-way integrated bilingual schools. (Contains 20 tables.) (SM)
Civil Rights Project, Harvard University, 124 Mt. Auburn Street, Suite 400 South, Cambridge, MA 02138. Tel: 617-496-6367; Fax: 617-495-5210; e-mail: crp@harvard.edu. For full text: http://www.law.harvard.edu/groups/civilrights/publications/ resegregation01/schoolsseparate.pdf.
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Harvard Civil Rights Project, Cambridge, MA.