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ERIC Number: ED568832
Record Type: Non-Journal
Publication Date: 2015-Oct
Pages: 384
Abstractor: ERIC
ISBN: 978-1-61250-832-0
The Enduring Legacy of "Rodriguez": Creating New Pathways to Equal Educational Opportunity
Ogletree, Charles J., Jr., Ed.; Robinson, Kimberly Jenkins, Ed.
Harvard Education Press
In this ambitious volume, leading legal and educational scholars examine "San Antonio Independent School District v. Rodriguez" (1973), the landmark US Supreme Court decision that held that the Constitution does not guarantee equality of educational opportunity. Charles J. Ogletree, Jr., and Kimberly Jenkins Robinson have brought together a host of experts in their field to examine the road that led up to the "Rodriguez" decision, assess the successes and failures of the reforms that followed in its wake, and lay out an array of creative strategies for addressing the ongoing inequality of resources and socioeconomic segregation that perpetuate the inequity of opportunity in education. Successive waves of school reform efforts have failed to counteract the pernicious effects of inequality on student learning and achievement. The widely perceived exhaustion of these conventional approaches has led to a renewed interest in the "Rodriguez" decision and its impact on efforts to improve educational opportunity and outcomes for all students. A timely volume, "The Enduring Legacy of 'Rodriguez'" makes a comprehensive statement that will inform research and reform for the next generation of scholars, educators, lawyers, and policymakers. Following the Foreword (James E. Ryan) and the Introduction, The Enduring Legacy of "San Antonio Independent School District v. Rodriguez" (Charles J. Ogletree, Jr. and Kimberly Jenkins Robinson), this book is comprised of three parts. Part I, Understanding "Rodriguez" and Educational Opportunity in the United States, contains the following chapters: (2) "Rodriguez v. San Antonio Independent School District": Forty Years and Counting (David G. Hinojosa); (3) "Rodriguez" in the Court: Contingency and Context (Camille Walsh); (4) "Rodriguez" Past, Present, and Future (Michael A. Rebell); and (5) Still Separate, Still Unequal in a Post-"Milliken" Era: Why "Rodriguez" Would Have Been Good but Not Enough (Amy Stuart Wells, Lauren Fox, and Alana Miles). Part II, Exploring Novel State Reforms That Support Equal Educational Opportunity, contains the following chapters: (6) From "Rodriguez" to "Abbott": New Jersey's Standards-Linked School Funding Reform (David G. Sciarra and Danielle Farrie); (7) Bridging the Teacher Quality Gap: Notes from California on the Potential and Pitfalls of Litigating Teacher Quality (William S. Koski); (8) It Takes a Federalist Village: A Revitalized Property Tax as a Linchpin for Stable, Effective K-12 Public Education Funding (Mildred Wigfall Robinson); and (9) Tearing Down Fences: School Boundary Lines and Equal Educational Opportunity in the Twenty-First Century (Genevieve Siegel-Hawley). Part III, Creating Innovative Federal Values for Promoting Equal Equal Access to an Excellent Education, contains the following chapters: (10) How Reconstructing Education Federalism Could Fulfill the Aims of "Rodriguez" (Kimberly Jenkins Robinson); (11) Leveraging Federal Funding for Equity and Integration (Derek W. Black); and (12) Remedying Separate and Unequal: Is It Possible to Create Equal Educational Opportunity? (Erwin Chemerinsky). The Conclusion, Creating New Pathways to Equal Educational Opportunity, is written by Charles J. Ogletree, Jr. and Kimberly Jenkins Robinson. Contains the following sections: (1) Appendix: School Finance Litigation Cases; (2) Notes; (3) Acknowledgments; (4) About the Editors; (5) About the Contributors; and (6) Index.
Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail:; Web site:
Publication Type: Books; Collected Works - General; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Harvard University, Graduate School of Education
Grant or Contract Numbers: N/A