Integrating Schools in a Changing Society : New Policies and Legal Options for a Multiracial Generation

In this comprehensive volume, a roster of leading scholars in educational policy and related fields offer eighteen essays seeking to illuminate new ways for American public education to counter persistent racial and socioeconomic inequality in our society. Contributors to Integrating Schools in a Changing Society draw on extensive research to reinforce the key benefits of racially integrated schools, examine remaining options to pursue multiracial integration, and discuss case examples that suggest how to build support for those efforts. |As a result of tremendous social, legal, and political movements after the 1954 Brown v. Board of Education decision, the South led the nation in school desegregation from the late 1960s through the beginning of the twenty-first century. However, following a series of court cases in the past two decades—including a 2007 U.S. Supreme Court decision that raised potentially strong barriers for districts wishing to pursue integration—public schools in the South and across the nation are now resegregating faster than ever. In this comprehensive volume, a roster of leading scholars in educational policy and related fields offer eighteen essays seeking to illuminate new ways for American public education to counter persistent racial and socioeconomic inequality in our society. Drawing on extensive research, the contributors reinforce the key benefits of racially integrated schools, examine remaining options to pursue multiracial integration, and discuss case examples that suggest how to build support for those efforts. Framed by the editors' introduction and a conclusion by Gary Orfield, these essays engage the heated debates over school reform and advance new arguments about the dangers of resegregation while offering practical, research-grounded solutions to one of the most pressing issues in American education. The contributors are: Courtney Bell, Educational Testing Service Robert Bifulco, Syracuse University John Charles Boger, University of North Carolina at Chapel Hill Casey D. Cobb, University of Connecticut Elizabeth DeBray, University of Georgia Sarah L. Diem, University of Missouri Jacquelyn Duran, Columbia University Erica Frankenberg, Pennsylvania State University Patricia Gandara, University of California, Los Angeles Ellen Goldring, Vanderbilt University Willis D. Hawley, Univer¬sity of Maryland Jennifer Jellison Holme, University of Texas at Austin Eric A. Houck, University of North Carolina at Chapel Hill Jacqueline Jordan Irvine, Emory University Richard D. Kahlenberg, The Century Foundation Chinh Q. Le, New Jersey Division on Civil Rights Katherine Cumings Mansfield, University of Texas at Austin Gary Orfield, University of California, Los Angeles Myron Orfield, University of Minnesota Douglas D. Ready, Columbia University Sean F. Reardon, Stanford University Lori Rhodes, Stanford University Janelle Scott, University of California, Berkeley Genevieve Siegel-Hawley, University of California, Los Angeles Megan R. Silander, Columbia University Claire Smrekar, Vanderbilt University Amy Stuart Wells, Columbia University Sheneka Williams, University of Georgia Terrenda White, Columbia University In This Comprehensive Volume, A Roster Of Leading Scholars In Educational Policy And Related Fields Offer Eighteen Essays Seeking To Illuminate New Ways For American Public Education To Counter Persistent Racial And Socioeconomic Inequality In Our Society. Drawing On Extensive Research, The Contributors Reinforce The Key Benefits Of Racially Integrated Schools, Examine Remaining Options To Pursue Multiracial Integration, And Discuss Case Examples That Suggest How To Build Support For Those Efforts-- Introduction : Looking Into The Future / Erica Frankenberg And Elizabeth Debray -- Pt. I. Where Have We Been And Where Are We Now? -- Standing At A Crossroads : The Future Of Integrated Public Schooling In America / John Charles Roger -- School Choice As A Civil Right : The Political Construction Of A Claim And Its Implications For School Desegregation / Janelle Scott -- Integration After Parents Involved : What Does Research Suggest About Available Options / Erica Frankenbert -- Advancing The Integration Agenda Under The Obama Administration And Beyond / Chinh Q. Le -- Pt. Ii. The Case For Integration -- School Racial And Ethnic Composition And Young Children's Cognitive Development : Isolating Family, Neighborhood, And School Influences / Douglas D. Ready And Megan R. Silander -- Southern Graduates Of School Desegregation : A Double Consciousness Of Resegregation Yet Hope / Amy Stuart Wells, Jacqelyn Duran, And Terranda White -- Legally Viable Desegregation Strategies : The Case Of Connecticut / Casey D. Cobb, Robert Bifulco, And Courtney Bell -- Regional Coalitions And Educational Policy : Lessons From The Nebraska Learning Community Agreement / Jennifer Jellison Holme, Sarah L. Diem, And Katherine Cumings Mansfield -- Pt. Ii. Student Assignment Policy Choices And Evidence -- Socioeconomic School Integration : Preliminary Lessons From More Than 80 Districts / Richard D. Kahlenberg -- The Effects Of Socioeconomic School Integration Policies On Racial School Desegregation / Sean F. Reardon And Lori Rhodes -- Is Class Working? : Socioeconomic Student Assignment Plans In Wake County, North Carolina, And Cambridge, Massachusetts / Genevieve Siegel-hawley -- Using Geography To Further Racial Integration / Sheneka Williams And Erica Frankenberg -- Magnet Schools, Msap, And New Opportunities To Promote Diversity / Claire Smrekar And Ellen Goldring -- Pt. Iv. The Pursuit Of School-level Equity -- Resource Allocation Post-parents Involved / Eric A. Houck -- Improving Teaching And Learning In Integrated Schools / Willis D. Hawley And Jacqueline Jordan Irvine -- Latinos, Language, And Segregation : Options For A More Integrated Future / Patricia Gándara -- Pt. V. Integrated Means Toward Integrated Ends : Broadening Social Policies -- Federal Legislation To Promote Metropolitan Approaches To Educational And Housing Opportunity / Elizabeth Debray And Erica Frankenberg -- Linking Housing And School Integration To Growth Management / Myron Orfield -- Conclusion : Returning To First Principles / Gary Orfield. [edited By] Erica Frankenberg, Elizabeth Debray. Includes Bibliographical References And Index.

As a result of tremendous social, legal, and political movements after the 1954 Brown v. Board of Education decision, the South led the nation in school desegregation from the late 1960s through the beginning of the twenty-first century. However, following a series of court cases in the past two decades-including a 2007 U.S. Supreme Court decision that raised potentially strong barriers for districts wishing to pursue integration-public schools in the South and across the nation are now resegregating faster than ever.

In this comprehensive volume, a roster of leading scholars in educational policy and related fields offer eighteen essays seeking to illuminate new ways for American public education to counter persistent racial and socioeconomic inequality in our society. Drawing on extensive research, the contributors reinforce the key benefits of racially integrated schools, examine remaining options to pursue multiracial integration, and discuss case examples that suggest how to build support for those efforts. Framed by the editors' introduction and a conclusion by Gary Orfield, these essays engage the heated debates over school reform and advance new arguments about the dangers of resegregation while offering practical, research-grounded solutions to one of the most pressing issues in American education.

The contributors are:
Courtney Bell, Educational Testing Service Robert Bifulco, Syracuse University John Charles Boger, University of North Carolina at Chapel Hill Casey D. Cobb, University of Connecticut Elizabeth DeBray, University of Georgia Sarah L. Diem, University of Missouri Jacquelyn Duran, Columbia University Erica Frankenberg, Pennsylvania State University Patricia Gandara, University of California, Los Angeles Ellen Goldring, Vanderbilt University Willis D. Hawley, University of Maryland Jennifer Jellison Holme, University of Texas at Austin Eric A. Houck, University of North Carolina at Chapel Hill Jacqueline Jordan Irvine, Emory University Richard D. Kahlenberg, The Century Foundation Chinh Q. Le, New Jersey Division on Civil Rights Katherine Cumings Mansfield, University of Texas at Austin Gary Orfield, University of California, Los Angeles Myron Orfield, University of Minnesota Douglas D. Ready, Columbia University Sean F. Reardon, Stanford University Lori Rhodes, Stanford University Janelle Scott, University of California, Berkeley Genevieve Siegel-Hawley, University of California, Los Angeles Megan R. Silander, Columbia University Claire Smrekar, Vanderbilt University Amy Stuart Wells, Columbia University Sheneka Williams, University of Georgia Terrenda White, Columbia University

Looking into the future / Erica Frankenberg and Elizabeth Debray -- Pt. I. Where have we been and where are we now? Standing at a crossroads: the future of integrated public schooling in America / John Charles Boger -- School choice as a civil right: the political construction of a claim and its implications for school desegregation / Janelle Scott -- Integration after Parents Involved: what does research suggest about available options? / Erica Frankenberg -- Advancing the integration agenda under the Obama administration and beyond / Chinh Q. Le -- Pt. II. The case for integration. School racial and ethnic composition and young children's cognitive development: isolating family, neighborhood, and school influences / Douglas D. Ready and Megan R. Silander -- Southern graduates of school desegregation: a double consciousness of resegregation yet hope / Amy Stuart Wells, Jacqelyn Duran, and Terranda White -- Legally viable desegregation strategies: the case of Connecticut / Casey D. Cobb, Robert Bifulco, and Courtney Bell -- Regional coalitions and educational policy: lessons from the Nebraska Learning Community Agreement / Jennifer Jellison Holme, Sarah L. Diem, and Katherine Cumings Mansfield -- Pt. III. Student assignment policy choices and evidence. Socioeconomic school integration: preliminary lessons from more than 80 districts / Richard D. Kahlenberg -- The effects of socioeconomic school integration policies on racial school desegregation / Sean F. Reardon and Lori Rhodes -- Is class working?: socioeconomic student assignment plans in Wake County, North Carolina, and Cambridge, Massachusetts / Genevieve Siegel-Hawley -- Using geography to further racial integration / Sheneka Williams and Erica Frankenberg -- Magnet schools, MSAP, and new opportunities to promote diversity / Claire Smrekar and Ellen Goldring -- Pt. IV. The pursuit of school-level equity. Resource allocation post-Parents Involved / Eric A. Houck -- Improving teaching and learning in integrated schools / Willis D. Hawley and Jacqueline Jordan Irvine -- Latinos, language, and segregation: options for a more integrated future / Patricia Gándara -- Pt. V. Integrated means toward integrated ends: broadening social policies. Federal legislation to promote metropolitan approaches to educational and housing opportunity / Elizabeth Debray and Erica Frankenberg -- Linking housing and school integration to growth management / Myron Orfield -- Returning to first principles / Gary Orfield.