Christine H. Rossell

The Consequences of school desegregation

A solution to get the problem off, have you found it? Really? What kind of solution do you resolve the problem? From what sources? Well, there are so many questions that we utter every day. No matter how you will get the solution, it will mean better. You can take the reference from some books. And the the consequences of school desegregation is one book that we really recommend you to read, to get more solutions in solving this problem.

The Effectiveness of School Desegregation Plans, 1968-1991

A major debate in school desegregation policy is whether voluntary, market-based mechanisms (such as magnet schools) result in more school desegregation than command-and-control approaches (such as mandatory reassignment). Using data obtained from a national probability sample of 600 school districts, we explore the effects of different types of desegregation plans on White flight, racial imbalance, and interracial exposure from 1968 to 1991 Based on the results of multiple regression analyses, we find that (a) voluntary plans result in lower levels of White flight and higher levels of change in interracial exposure than mandatory-reassignment or controlled-choice plans (which fall between the two approaches) and (b) voluntary plans are not disadvantaged in comparison to mandatory-reassignment or controlled-choice plans in the achievement of racial balance.

The Desegregation Efficiency of Magnet Schools

Magnet schools are an attempt to introduce market incentives into school desegregation policy. The analyses presented here assess the extent to which they have improved the effectiveness of desegregation plans in a 600-school-district national sample from 1968 to 1991. I find that adding magnet schools to a voluntary plan does not seem to produce any more interracial exposure than does a voluntary plan without magnets. Moreover, there are diminishing marginal returns to magnets. The greater the percentage of magnets in a voluntary desegregation plan, the greater the white flight and the less the gain in interracial exposure. The effectiveness of magnets also varies by structure.

What is Attractive about Magnet Schools

For purposes of integration, some magnet schools are more successful than others. Some features improve the likelihood of success.

Magnet Schools as a Desegregation Tool: The Importance of Contextual Factors in Explaining Their Success.

As devices for desegregation, magnet schools sometimes have only slight attractiveness.

Applied Social Science Research: What Does It Say about the Effectiveness of School Desegregation Plans?

SOME twenty-five years after Brown v. Board of Education, confusion reigns among the public, lawyers, judges, and scholars over the impact of school desegregation on children and on the communities in which they live. If we depend largely on news reports and word-of-mouth accounts, the public consensus appears to be that school desegregation does not work and that it creates more violence and interracial hostility during its implementation than it will ever be able to eliminate thereafter. The validity of this conclusion in large measure depends on a quantity of relatively inaccessible research-some of it unpublished and much more of it scattered in diverse journals. The dispersion of the literature makes it quite impossible for scholars, much less laymen, to obtain a complete and accurate picture of the current situation. Distorted and incomplete findings are often cited by desegregation advocates and opponents alike in court cases, congressional hearings, and administrative proceedings. The decisions taken thereafter, whether on the structure of a desegregation plan, the content of a statute, or the finding of an agency, show the ill effects of the poor information upon which they implicitly or explicitly rely. The purpose of this paper is to organize the available information on school desegregation plans in order to elevate the quality of the current debate. Thus the paper seeks to identify what policy issues can be illuminated by social science research; to clarify the extent of agreement this research has generated; and to discover, where possible, what characteristics of desegregation plans effectively help to reduce racial isolation, to curb white flight, and to achieve an overall positive community response. To this end, the first section of the paper explores the effects of

Nothing Matters?: A Critique of the Ramirez, et al. Longitudinal Study of Instructional Programs for Language-Minority Children.

Abstract The Ramirez, Pasta, Yuen, Ramey & Billings 1991 study analyzing the achievement of 1,054 language-minority children in structured immersion, early-exit and late-exit bilingual programs has several serious flaws which lead me to conclude that we cannot place any confidence in the finding of no consistent difference in the achievement of children regardless of how much Spanish or English is used in instruction.

The Cambridge Controlled Choice Plan.

Parent choice in education is enjoying growing support among both minorities and whites. The greatest practical impetus to the extension of parent choice in public schools has been the use of magnet schools in desegregation plans. This study analyzes the history of parent choice in Cambridge, Mass. and its outcome. Parent choice in the Cambridge public schools has produced greater interracial exposure than the prior mandatory reassignment plan, as well as increased student achievement.

Using Multiple Criteria To Evaluate Public Policies The Case of School Desegregation

This article suggests a framework by which to organize information and evaluate policy alternatives. In this framework, equity, efficiency, effectiveness, and political feasibility are criteria for choosing policy alternatives. In addition, the framework includes strategies—the policy formulation and the compliance structure—for achieving these values. Among the three major types of school desegregation policy alternatives implemented since Brown v. Board of Education —freedom of choice, mandatory reassignment, and magnet—voluntary—the magnet-voluntary alternative appears to achieve the greatest equity, efficiency, and effectiveness because it relies primarily on market-like incentives and an incremental decision-making approach.

How Effective Are Voluntary Plans with Magnet Schools

This study compares the desegregation effectiveness of voluntary plans with magnet schools to mandatory reassignment plans with magnet schools in a sample of 20 school districts. The analysis suggests that a magnet school plan based primarily on voluntary transfers will produce greater long-term interracial exposure than a mandatory reassignment plan with magnet components. This is probably due to the greater white flight from the mandatory plans. Thus adding magnet schools to a mandatory reassignment plan does not make it competitive with a voluntary plan.