This article provides a critical race analysis of the U.S. Supreme Court's decision to declare voluntary public school integration unconstitutional in Parents v. Seattle School District No.1. The author contends that the high Court used a perpetrator perspective of racial discrimination to privilege the self-interests of white families over…

In "Parents Involved in Community Schools v. Seattle School District No. 1," a highly contentious and divided Supreme Court invalidated race-conscious admissions plans in two urban school systems, Seattle and Louisville. As such, "Parents Involved" was the latest chapter in the Court's almost 40-year history of reaching mixed…

This article examines the "Parents Involved in Community Schools v. Seattle Public School District No. 1" decision in light of its impact on the "Brown" ruling that preceded it. The Supreme Court's 5-4 vote on the matter of desegregation and equal access to educational opportunity signals that a divide exists in the United…

The authors attempt to tell the story of "Brown" and "Parents Involved" on educational inequality and connect these topics to economic competition globally. "Brown" came about in the 1950s in a much different environment: America was less diverse racially and ethnically, and economic competition on a global scale was…

Approximately 50 years ago, "Brown v. Board of Education" was viewed by many as a turning point in American history that crystallized a national movement to eliminate state-enforced racially segregated public education. However, in recent years many parents, educators, and policy makers in education have begun to question whether…

This article covers three primary topics within the broad heading of ethnically focused supplemental education. The first is a general overview of the topic of supplemental ethnic schools. The second is a specific case history of one such program, the Mount Zion Ethnic School. The third is a discussion, informed by that case history, of how and…

The rationale for using multiple measures to assess language ability in bilingual students is examined. The relationships among the Language Facility Test, teacher judgment, home bilingual usage estimate, and, where possible, standardized achievement tests are investigated, utilizing data from a study of 1800 Washington State students. (Author/GC)

Home school families in Washington were surveyed, and achievement test scores were analyzed to determine the following: (1) characteristics of home school families; (2) previous schooling and reasons for home schooling; and (3) effects of selected variables on student outcomes. (BJV)