In Indiana, school choice means segregation

2020 ◽  
Vol 101 (5) ◽  
pp. 40-43
Author(s):  
Michael B. Shaffer ◽  
Bridget Dincher
Keyword(s):  
Public Schools ◽  
School Choice ◽  
Civil Rights ◽  
White Students ◽  
Board Of Education ◽  
Voucher Program ◽  
Traditional Public Schools ◽  
School Voucher ◽  
Scholarship Program ◽  
Definition Of

Following Brown v. Board of Education, schools known as “segregation academies” that were created for the purpose of allowing White students to be educated without contact with Black students proliferated in the southern United States. While the Civil Rights Act of 1964 prohibited such segregation, these schools remained in existence for decades. In this case study, Michael Shaffer and Bridget Dincher contend that the Choice Scholarship Program in Indiana, a school voucher program, re-creates the segregation academies. Data demonstrate that while White student percentages have climbed since the inception of the program, Black student percentages have declined sharply, creating a large number of schools that meet the definition of a segregated school. And because these schools are private, despite receiving government funds through the voucher program, students do not receive the same federal protections from discrimination that they do in traditional public schools.

scholarly journals Neighbourhood change and the neighbourhood-school gap

Urban Studies ◽  
2019 ◽  
Vol 56 (15) ◽  
pp. 3308-3333 ◽  
Author(s):  
Jennifer Candipan
Keyword(s):  
Public Schools ◽  
School Choice ◽  
White Students ◽  
Racial Composition ◽  
Socioeconomic Change ◽  
Traditional Public Schools ◽  
The Us ◽  
Neighbourhood Change ◽  
Surrounding Areas ◽  
Over Time

Few studies examine how school and neighbourhood composition in the US correspond over time, particularly in a context of neighbourhood change. As neighbourhoods diversify along racial and economic lines, do public schools also diversify or grow increasingly dissimilar from their surrounding areas? Drawing on novel data linking neighbourhoods and schools in the US in 2000 and 2010, I document: how racial composition corresponds over time between traditional public schools and the neighbourhoods they serve; how the compositional gap changes when greater school choice is available; and how the compositional gap varies between neighbourhoods experiencing various trajectories of socioeconomic change. I find an increasing mismatch in the white composition of public schools and their surrounding neighbourhoods, specifically that schools enrol fewer white students than the composition of the neighbourhood. The compositional mismatch grows the most in neighbourhoods experiencing socioeconomic ascent, particularly as the number of nearby non-neighbourhood schools increases.

Misrepresenting Brown: Are Ohio Schools Lost in the Free Market? General Implications for Urban Education

2016 ◽  
Vol 55 (8-9) ◽  
pp. 1203-1223
Author(s):  
Jane Beese ◽  
Jennifer Martin
Keyword(s):  
Urban Education ◽  
Public Schools ◽  
School Choice ◽  
Online Community ◽  
Free Market ◽  
Minority Student ◽  
Virtual Schools ◽  
Community Schools ◽  
Virtual School ◽  
Traditional Public Schools

The privatization of public funds for education through school choice programs has fueled the expansion of virtual online charter schools. This redirection of funds contributes to the idea that virtual school success is comparable or even superior to the performance of traditional public schools. The schools most adversely affected are the schools with the highest need, those serving children living in poverty and already underserved minority student populations: urban public schools. The purpose of this article is to investigate the performance of virtual schools and the redistribution of public monies from public to online community schools in Ohio.

Civil Rights and the Private School Movement in Mississippi, 1964–1971

2002 ◽  
Vol 42 (2) ◽  
pp. 159-180 ◽  
Author(s):  
Michael W. Fuquay
Keyword(s):  
Public Schools ◽  
Civil Rights ◽  
Civil Rights Movement ◽  
Private School ◽  
Black Children ◽  
Board Of Education ◽  
Voting Rights Act ◽  
Massive Resistance ◽  
Housing Discrimination ◽  
Civil Rights Act

The signing of the Civil Rights Act of 1964 was heralded as a tremendous victory for the civil rights movement, the fulfillment of a decade-long struggle to enforce the Brown v. Board of Education decision. Along with measures against job and housing discrimination, the Civil Rights Act included provisions specifically designed to overcome the white South's massive resistance campaign and enforce school desegregation. Despite the continued intransigence of segregationists, these measures proved successful and white public schools across the South opened their doors to black children. With segregationists in retreat and the Voting Rights Act on the horizon, this was a time of celebration for civil rights activists. But this was not the end of the story.

Competitive Impacts of Means-Tested Vouchers on Public School Performance: Evidence from Louisiana

2021 ◽  
Vol 16 (1) ◽  
pp. 66-91 ◽  
Author(s):  
Anna J. Egalite ◽  
Jonathan N. Mills
Keyword(s):  
Public Schools ◽  
School Choice ◽  
Low Income ◽  
Private School ◽  
Fixed Effects ◽  
Policy Implications ◽  
First Year ◽  
Competitive Effects ◽  
Scholarship Program ◽  
Sudden Injection

Given the significant growth rate and geographic expansion of private school choice programs over the past two decades, it is important to examine how traditional public schools respond to the sudden injection of competition for students and resources. Although prior studies of this nature have been limited to Florida and Milwaukee, using multiple analytic strategies this paper examines the competitive impacts of the Louisiana Scholarship Program (LSP) to determine its achievement impacts on students in affected public schools. Serving 4,954 students in its first year of statewide expansion, this targeted school voucher program provides public funds for low-income students in low-performing public schools to enroll in participating private schools across the state of Louisiana. Using (1) a school fixed effects approach and (2) a regression discontinuity framework to examine the achievement impacts of the LSP on students in affected public schools, this competitive effects analysis reveals neutral to positive impacts that are small in magnitude. Policy implications are discussed.

scholarly journals Segregation Academies Then and School Choice Configurations Today in Deep South States

2018 ◽  
pp. 1-25
Author(s):  
Marilyn Grady ◽  
Sharon Hoffman
Keyword(s):  
South Carolina ◽  
Public Schools ◽  
School Choice ◽  
Historical Review ◽  
School Funding ◽  
Historical Study ◽  
Board Of Education ◽  
Deep South ◽  
Public School Funding ◽  
The U.S

In the following article, we present a brief historical review of segregation academies and their impact on students and public schools. Based on the review, we provide a portrait of the vestiges of segregation academies that appear to be currently re-emerging in different educational configurations throughout the U.S. and particularly in Deep South states. The purpose of a historical study is to provide a descriptive overview of specific social problems confined within a predetermined timeframe (Danto, 2008). This historical review’s purpose was to address the following inquiry: What were the characteristics of Deep South segregation academies designed to circumvent Brown v. Board of Education of Topeka? In what ways are these characteristics manifested in 2015 school choice configurations in the Deep South states, specifically Alabama, Georgia, Louisiana, Mississippi, and South Carolina? To what extent, if any, did these manifested characteristics affect 2015 public school funding in Deep South states?

Desert Bloom?: Lessons from Two Decades of Arizona Charter Schooling

2018 ◽  
Vol 27 (2) ◽  
pp. 173-184
Author(s):  
Robert Maranto ◽  
Alexandra Vasile
Keyword(s):  
Public Schools ◽  
Public School ◽  
School Choice ◽  
Student Learning ◽  
State Level ◽  
School Enrollment ◽  
Parent Empowerment ◽  
Social Scientists ◽  
Modest Improvement ◽  
Traditional Public Schools

For decades, scholars and politicians have debated the likely impacts of school choice. Yet few have studied the nation's largest state-level charter school market, Arizona, whose 20-year-old charter sector accounts for about 17% of Arizona public school enrollment. This article summarizes the extant literature on this market, some 23 studies, supplemented with original fieldwork to derive tentative lessons for social scientists and policymakers. While the charter sector seems to have promoted innovation, teacher and parent empowerment, and modest improvement in traditional public schools, findings regarding student learning and segregation are less clear.

The Next Frontier in Public Education

2011 ◽  
pp. 255-269
Author(s):  
Belinda M. Cambre
Keyword(s):  
Public Schools ◽  
School Choice ◽  
Charter Schools ◽  
Traditional Schools ◽  
Controversial Issues ◽  
For Profit ◽  
Accountability Measures ◽  
Traditional Public Schools ◽  
Brick And Mortar ◽  
K 12

Publicly funded alternatives to traditional public schools have taken place in the form of charter schools and, most recently, cyber charter schools. Cyber charter schools are fully online K-12 public schools and they “look” like traditional schools since students learn traditional subjects and are still subject to the same public accountability measures as their traditional brick and mortar counterparts. This chapter examines cyber charter schools in practice and summarizes the most controversial issues surrounding this form of school choice. Issues such as the legality of cyber charters under state charter laws; the allocation of per pupil funding; the use of for-profit companies in school management; ensuring access to cyber charters; and fulfilling state mandates top the list of salient issues with respect to cyber charter schools.

Civil Rights Gone Wrong

2017 ◽  
Vol 43 (2) ◽  
pp. 256-272 ◽  
Author(s):  
Lynnell L. Thomas
Keyword(s):  
Public Schools ◽  
Civil Rights ◽  
Civil Rights Movement ◽  
Historical Memory ◽  
First Century ◽  
Board Of Education ◽  
History And Memory ◽  
Boston Public Schools ◽  
Children's Book ◽  
Historical Moment

On May 14, 2014, three white Boston city councilors refused to vote to approve a resolution honoring the sixtieth anniversary of Brown v. the Board of Education because, as one remarked, “I didn’t want to get into a debate regarding forced busing in Boston.” Against the recent national proliferation of celebrations of civil rights milestones and legislation, the controversy surrounding the fortieth anniversary of the court decision that mandated busing to desegregate Boston public schools speaks volumes about the historical memory of Boston’s civil rights movement. Two highly acclaimed contemporary works of children’s literature set during or inspired by Boston’s desegregation busing plan reflect and respond to the ongoing battle over the history and memory of Boston’s civil rights movement and its enduring racial legacy: Busing Brewster, an illustrated children’s book for young readers, written by Richard Michelson and illustrated by R. G. Roth; and Gold Dust, a middle-grade novel for adolescents by Chris Lynch. Both works offer representations of an overtly racist past, produced in a historical moment when prevailing ideologies of color blindness and postracialism suggest not only that racism is passé, but that any attempt to redress past racism that takes race into account is itself racist and unjust. Busing Brewster and Gold Dust offer equivocal reflections on urban decline and racial transformations at the turn of the twenty-first century. Both works have as much to tell us about the historical memory of Boston’s desegregation efforts as they do about contemporary understandings of race and social justice.

What Do We Know (and Need to Know) about the Impact of School Choice Reforms on Disadvantaged Students?

2002 ◽  
Vol 72 (2) ◽  
pp. 157-177 ◽  
Author(s):  
Dan Goldhaber ◽  
Eric Eide
Keyword(s):  
Public Schools ◽  
School Choice ◽  
Negative Impact ◽  
Urban School ◽  
Clear Cut ◽  
School Settings ◽  
Traditional Public Schools ◽  
Potential Impact ◽  
Urban School Systems ◽  
The Impact

In this article, Dan Goldhaber and Eric Eide consider what we do and do not know about the impact of school choice, focusing particularly on the potential impact of choice on minority students in urban school settings. They observe that many argue that school choice is a necessary component of any educational reform designed to improve educational outcomes for students. While public pressure has yielded a tremendous expansion of choice options, Goldhaber and Eide contend that the empirical evidence on the academic effects of school choice reforms is mixed. They propose that relatively little evidence exists that these schools are having a clear-cut positive or negative impact on the achievement of either the students who attend them or those who remain in traditional public schools. They conclude that the mixed evidence on choice suggests that choice in and of itself is unlikely to be the solution that revolutionizes urban school systems.

Introduction

2004 ◽  
Author(s):  
Derrick Bell
Keyword(s):  
Public Schools ◽  
Civil Rights ◽  
Federal District ◽  
District Court ◽  
Board Of Education ◽  
Law Firm ◽  
Yale University ◽  
The Public ◽  
The Supreme Court ◽  
American Law

Graduation Day At Yale University in late May 2002 was blessed with warm, clear weather. It is the hope for such a beautiful morning that enables outdoor commencements to survive the rain-soaked disappointment of those hopes on far too many better-forgotten occasions. Yale’s Old Campus was filled with faculty, administrators, soon-to-be graduates, and their well-dressed families and friends. Under the canopy-covered stage, there were ten individuals designated to receive honorary degrees because of their significant achievements. I was there at the invitation of one of those honorees, Robert L. Carter, my mentor and friend for more than forty years. Then eighty-five, a senior judge on the federal district court with thirty years of service, Carter had previously enjoyed a long and distinguished career as an NAACP civil rights attorney and, for a few years, a partner in a large law firm. All of these accomplishments would be worthy of the praise and warm applause that other candidates received. When, though, Yale University president Richard Levin announced that Judge Carter was an important member of the legal team that planned the strategies and argued the landmark case of Brown v. Board of Education , noting that the decision was only two years short of its fiftieth anniver­sary, the audience leaped to its feet and, with great enthusiasm, applauded and cheered. On that happy day, Judge Carter was the recipient of the audience’s appreciation for his work in helping litigate a case in which the Supreme Court had held racial segregation in the public schools unconstitutional. The mainly white audience that had assembled for the commencement exercises at one of the nation’s premier universities was not unsophisticated. For them, and so many others regardless or status or race, Brown v. Board of Education evoked awe and respect. I fasked, most would have agreed that the decision was the finest hour of American law. In their view, this long-awaited and now much-appreciated decision had erased the contradiction between the freedom and justice for all that America proclaimed, and the subordination by race permitted by our highest law.

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