From Desegregation to Privatization: A Critical Race Policy Analysis of School Choice and Educational Opportunity in North Carolina

2019 ◽  
Vol 94 (4) ◽  
pp. 420-441
Author(s):  
Dana N. Thompson Dorsey ◽  
Gwen D. Roulhac
Keyword(s):  
North Carolina ◽  
School Choice ◽  
Policy Analysis ◽  
Educational Opportunity ◽  
Critical Race

scholarly journals Linguicism and Racism in Massachusetts Educational Policy

2013 ◽  
Vol 21 ◽  
pp. 52 ◽  
Author(s):  
Kara Mitchell Viesca
Keyword(s):  
Public Schools ◽  
Critical Race Theory ◽  
Policy Analysis ◽  
Educational Policy ◽  
State Policy ◽  
Educational Quality ◽  
Current Policy ◽  
Critical Race ◽  
Race Theory ◽  
Educational Disparities

This paper presents a critically conscious policy analysis conducted on Massachusetts state policy regarding the education of secondary multilingual learners and their teachers through the lens of critical race theory (CRT).  My analysis suggests that even though current policy in Massachusetts is framed in terms of the overarching goals of educational quality and equality, in reality it substantively sanctions inequitable practices. This paper demonstrates that racism and linguicism (or language-based discrimination) towards multilingual learners are legally sanctioned in Massachusetts public schools as a consequence of state policy, thus contributing to educational disparities.

scholarly journals Public school choice and integration evidence from Durham, North Carolina

2009 ◽  
Vol 38 (1) ◽  
pp. 71-85 ◽  
Author(s):  
Robert Bifulco ◽  
Helen F. Ladd ◽  
Stephen L. Ross
Keyword(s):  
North Carolina ◽  
Public School ◽  
School Choice ◽  
Public School Choice

College Proximity and Rates of College Attendance

1973 ◽  
Vol 10 (4) ◽  
pp. 277-293 ◽  
Author(s):  
Vincent Tinto
Keyword(s):  
North Carolina ◽  
Educational Opportunity ◽  
High School Graduates ◽  
Junior College ◽  
College Attendance ◽  
Junior Colleges ◽  
Regression Analyses ◽  
Dummy Variable ◽  
College Going ◽  
Lower Ability

This paper presents the results of a study on the effect of college proximity upon rates of college attendance among over 20,000 high school graduates of 1966 in the states of Illinois and North Carolina. Results of multivariate dummy-variable regression analyses question both the assumption that college proximity per se is an important factor in college-going, and the often stated belief that the establishment of public junior colleges will help to equalize educational opportunity by providing higher educational access to able children of low status families. In both Illinois and North Carolina, only persons of lower ability appeared to gain in attendance when living in a community with a public junior college.

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