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ERIC Number: EJ1091789
Record Type: Journal
Publication Date: 2014
Pages: 11
Abstractor: As Provided
Reference Count: 52
ISSN: ISSN-1547-1888
Sixty Years after "Brown v. Board of Education": Legal and Policy Fictions in School Desegregation, the Individuals with Disabilities Education Act, and No Child Left Behind
Walker, Brenda L. Townsend
Multiple Voices for Ethnically Diverse Exceptional Learners, v14 n2 p41-51 Fall 2014
The "Brown v. Board of Education" (1954) Supreme Court decision ruled that segregated schools were unequal and unconstitutional. Since Brown's ruling, scholars have questioned whether African American children have benefitted from school desegregation and subsequent school reform initiatives. In spite of several post-Brown school reform movements, the achievement gap persistently impacts African American learners including those with, or likely to be labeled with, disabilities. Thus, this article examines several legal and policy fictions inherent in Brown, the Individuals with Disabilities Education Act, and the No Child Left Behind Act (2001). After discussing the National Assessment of Education Progress (NAEP) data, strategies are identified to eradicate legal and policy fiction in school reform for African American learners.
Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Brown v Board of Education; Individuals with Disabilities Education Act; No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: National Assessment of Educational Progress