scholarly journals Dallas Students Take Flights

2019 ◽  
Vol 4 (Spring 2019) ◽  
Author(s):  
Katherine Ward
Keyword(s):  
School District ◽  
White Students ◽  
Board Of Education ◽  
Independent School District ◽  
Segregated Schools ◽  
Dallas Independent School District ◽  
White Schools ◽  
Education Statistics ◽  
The City ◽  
Roll Out

In 1954, when Brown vs. Board of Education (Brown) ruled that segregation was illegal, Dallas, like most southern cities, was very residentially segregated and not eager to welcome black children into white schools as mandated. The city dragged its feet far longer than others, and in 1961 it was the very last large school district in the country to allow black students to attend white schools (SMU Law 1). Busing for integration was implemented even farther behind other cities, but white flight out of the school district occurred in Dallas to a greater degree than most other metropolitan areas. Currently, according to the National Center for Education Statistics, the Dallas school district has the second lowest percentage of white students, only behind Detroit (“Status and Trends”). There is no question that residential segregation in Dallas was happening long before segregated schools became illegal, leaving uncertainty about the true causes of the wholesale abandoning of the Dallas Independent School District (DISD) by whites. Some researchers believe that the fear of integration doomed the process before it started, while others believe that the flawed implementation is responsible for its failure. I believe that the racial and political atmosphere in Dallas at the time supports a combination of both explanations, as the resisted, prolonged roll-out facilitated a level of fear that the actual implementation could never overcome.

Ramona School and the Undereducation of Children in La Colonia

2018 ◽  
Author(s):  
David G. García
Keyword(s):  
Supreme Court ◽  
Mexican American ◽  
Board Of Education ◽  
New Schools ◽  
Predominately White ◽  
Segregated Schools ◽  
Railroad Tracks ◽  
American Children ◽  
The City ◽  
The U.S

This chapter explores the evolution of the White architects' four strategies of segregation from 1939, when they sought voter approval to construct a school east of the railroad tracks, through 1954, when the U.S. Supreme Court ruled that racially segregated schools were inherently unequal and therefore unconstitutional. During this time, the school trustees constructed new schools that maximized the race, class, and east–west geographic divisions in the city and sought to normalize the undereducation of Mexican American children. By 1954—the same year the U.S. Supreme Court ruled in the landmark Brown v. Board of Education desegregation case—the trustees had strategically positioned nine of the district's eleven schools west of Oxnard Boulevard and the railroad tracks in neighborhoods kept predominately White through racial covenants.

Virtual School Administration

2011 ◽  
pp. 1984-1989
Author(s):  
Gaye Lang
Keyword(s):  
School District ◽  
School Administration ◽  
Planning Process ◽  
Independent School ◽  
Colleges And Universities ◽  
Virtual School ◽  
Educational Institutions ◽  
Independent School District ◽  
The City ◽  
Houston Area

The Houston Independent School District (HISD) is the largest district in Texas and has often served as a model in the implementation of new methods, materials, and strategies to enhance learning. The district has often utilized input from a number of higher educational institutions in the city to assist not only in the training of employees, but in the research to implement and measure the effectiveness of teachers and programs on various levels. Therefore, a number of professionals from colleges and universities—not only from the Houston area, but also in various parts of the country— provided consultation during the planning process for the HISD Virtual School.

Virtual School Administration

2011 ◽  
pp. 2282-2287
Author(s):  
Gaye Lang
Keyword(s):  
School District ◽  
School Administration ◽  
Planning Process ◽  
Independent School ◽  
Colleges And Universities ◽  
Virtual School ◽  
Educational Institutions ◽  
Independent School District ◽  
The City ◽  
Houston Area

The Houston Independent School District (HISD) is the largest district in Texas and has often served as a model in the implementation of new methods, materials, and strategies to enhance learning. The district has often utilized input from a number of higher educational institutions in the city to assist not only in the training of employees, but in the research to implement and measure the effectiveness of teachers and programs on various levels. Therefore, a number of professionals from colleges and universities—not only from the Houston area, but also in various parts of the country— provided consultation during the planning process for the HISD Virtual School.

TESTING THE TEACHERS - THE DALLAS EXPERIMENT

PEDIATRICS ◽  
1979 ◽  
Vol 63 (6) ◽  
pp. 854-854
Author(s):  
Richard Mitchell
Keyword(s):  
School District ◽  
Young Woman ◽  
Subject Matter ◽  
Classroom Teacher ◽  
Independent School ◽  
Independent School District ◽  
Dallas Independent School District ◽  
The Subject ◽  
Education Courses

Here is an excerpt from what may prove to be one of the more important unpublished works of 1978. It's something we'd all like to know more about these days, the credo of a teacher: "I believe a role of a classroom teacher is to a leader of her class. She should be a leader in teaching her class knowledge to its full potentials. She should make sure that the children maximize in their subjects by having materials available for them at all times and that it is appropriate for them (the subject matter.) She should be patient and understanding with the children and know that all the children have different capabilities." These words were written by a young woman looking for a job in the Dallas Independent School District (DISD). She was not hired, although she has probably taken a job someplace else by now. Maybe she's teaching your children to maximize in their subjects. The schoolteacher's increasingly strident claim to be a professional is much less convincing than it used to be when teachers were more obviously intellectuals. Certainty teachers are the least trained of all the so-called professionals, and their training is the least likely to be scrutinized by anyone other than those who claim to provide it. Its effectiveness cannot be tested in the marketplace; the pay scale is the same for the best and the worst teachers. To be certified as a teacher in Texas, as in almost any state, all one needs to do is to graduate from college with passing grades in a certain number of education courses.

“No Unfavorable Comments from Any Quarter”: Teaching Black History to White Students in the American South, 1928–1943

2012 ◽  
Vol 114 (10) ◽  
pp. 1-23
Author(s):  
Christine Woyshner
Keyword(s):  
White Students ◽  
American South ◽  
Black History ◽  
Historical Study ◽  
Segregated Schools ◽  
Racial Tolerance ◽  
History Curriculum ◽  
White Schools ◽  
History Of ◽  
The American South

Background/Context The history curriculum is often used to help reach the goal of racial tolerance and understanding by teaching about the nation's diversity. Many educators believe that teaching about diverse peoples in schools will bring about greater equity in society. This historical study looks at the segregated American South from 1928 to 1943 and an effort by a mixed-race voluntary organization to teach Black history in White schools. Focus of Study This study examines the efforts of the Commission on Interracial Cooperation (CIC), beginning in 1928, to promote the teaching of Black history in southern segregated schools in an effort to bring about greater racial tolerance and awareness. The CIC circulated a booklet, which was a short history of African Americans titled “America's Tenth Man,” and invited schools to submit essays on Black history for cash prizes. The contests ran from 1928 until 1943, when the CIC was renamed the Southern Regional Council, which reflected a change in the organization's emphasis on regional planning. Research Design This is a historical examination of teaching Black history in segregated schools. The author relies on primary sources—including teachers’ reports, correspondence, and students’ projects—and secondary studies in the history of education and the curriculum. Conclusions By challenging historians’ views of the CIC—that the organization was largely ineffectual and that its Tenth Man contests did not result in any measureable improvement in race relations in the South—the author raises questions about the implementation of Black history curricula in order to influence students’ behavior and attitudes about race. Likewise, the author shows how White teachers were outspoken activists for Black history in schools. The study concludes that the teaching of Black history to White students was not uniform and was ideologically diverse.

scholarly journals Land financialisation, planning informalisation and gentrification as statecraft in Antwerp

Urban Studies ◽  
2021 ◽  
pp. 004209802110282
Author(s):  
Callum Ward
Keyword(s):  
Free Market ◽  
Planning System ◽  
Informal Governance ◽  
Value Capture ◽  
Role Of The State ◽  
Recent Trends ◽  
The City ◽  
Insight Into ◽  
Roll Out

This article offers insight into the role of the state in land financialisation through a reading of urban hegemony. This offers the basis for a conjunctural analysis of the politics of planning within a context in which authoritarian neoliberalism is ascendant across Europe. I explore this through the case of Antwerp as it underwent a hegemonic shift in which the nationalist neoliberal party the New Flemish Alliance (Nieuw-Vlaamse Alliantie; N-VA) ended 70 years of Socialist Party rule and deregulated the city’s technocratic planning system. However, this unbridling of the free market has led to the creation of high-margin investment products rather than suitable housing for the middle classes, raising concerns about the city’s gentrification strategy. The consequent, politicisation of the city’s planning system led to controversy over clientelism which threatened to undermine the N-VA’s wider hegemonic project. In response, the city has sought to roll out a more formalised system of negotiated developer obligations, so embedding transactional, market-oriented informal governance networks at the centre of the planning system. This article highlights how the literature on land financialisation may incorporate conjunctural analysis, in the process situating recent trends towards the use of land value capture mechanisms within the contradictions and statecraft of contemporary neoliberal urbanism.

What Does an Optimal District Standard For School Nursing Look Like?

2018 ◽  
Vol 34 (4) ◽  
pp. 202-204 ◽  
Author(s):  
Ted Cross ◽  
Erin D. Maughan ◽  
Donna Mazyck
Keyword(s):  
School District ◽  
Health Services ◽  
Independent School ◽  
School Nurses ◽  
Lessons Learned ◽  
School Nursing ◽  
Evidence Based Practices ◽  
Independent School District ◽  
Assessment Program ◽  
Future Potential

As a district, Mansfield Independent School District wanted to validate that Health Services was performing at the highest level possible, implementing evidence-based practices, and achieving the highest outcomes with our students and staff. NASN (2016) had developed the Framework for 21st Century School Nursing Practice to illustrate the practice of school nurses; and sought ways to operationalize the Framework for local school nurses and district level use. This article will explain how the two groups partnered together to develop a tool and assessment program. The article will discuss the approach, challenges, and perspectives of both Mansfield Independent School District and NASN, lessons learned, outcome, and future/potential changes within health services.

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