Equity Within Reach: Insights from the Front Lines of America's Achievement Gap
Segregation, Desegregation and Resegregation
Racial Transformation and the Changing Nature of Segregation
Harvard Civil Rights Project, 2006, 41 pp.
From the report: "...there has not been a serious discussion of the costs of segregation or the advantages of integration for our most segregated population, white students. The lack of discussion of this issue in public schools stands in sharp contrast to the intense national discussion of the question in colleges during the long struggle that led up to the Supreme Court's 2003 decision upholding affirmative action in college admissions."
"With All Deliberate Speed": Achievement, Citizenship and Diversity in American Education
Metropolitan Center for Urban Education, New York University, 2005, 44 pp.
From the "Call to Action": "This paper suggests that America in 2005 is not the America of 1954 and that many of t he appropriate actions taken to integrate our schools at that time may not be useful now. In 1954, our schools alone were asked to carry the full burden of integration. In 2005, any effort to reach across racial boundaries in school and out of school must be based on a new school-and-community compact."
"The Socioeconomic Composition of the Public Schools: A Crucial Consideration in Student Assignment
Policy" (2005, UNC Center for Civil Rights)
"Helping Children Move From Bad Schools to Good Ones" (2006, R. Kahlenberg, the Century Foundation).
Weighted Student Funding
The federal No Child Left Behnd law, as well as the North Carolina Constitution as interpreted in the Leandro litigation, require that all students be taught by qualified teachers. These papers discuss what it means to be a "qualified teacher" and address equity issues, i.e., whether poor and minority students have the same access to qualified teachers as other students.
"Days of Reckoning: Are States and the Federal Government Up to the Challenge of Ensuring a Qualified Teacher for Every Student?" (Citizens' Commission on Civil Rights)
Click above for archived editions of Educate!, the community journal on eduction in Charlotte-Mecklenburg published by the Fellowship between September 2000 and September 2005.
These volumes have a special focus on Charlotte-Mecklenburg.
John Charles Boger & Gary Orfield
(eds.), School Resegregation: Must the South Turn Back? (2005). ISBN:
Davison M. Douglas, Reading, Writing and Race: The Desegregation of the Charlotte Schools (1995). ISBN: 0807822167; 0807845299.
Frye Gaillard, The Dream Long Deferred (1988). ISBN: 0807817945; 0807842230.
Thomas W. Hanchett, Sorting Out the New South City: Race, Class, and Urban Development in Charlotte, 1875-1975 (1998). ISBN: 0807846775.
Matthew D. Lassiter, The Silent Majority: Suburban Politics in the Sunbelt South (2006). ISBN: 9780691092553; 0691092559.
Gary Orfield & Susan E. Eaton, Dismantling Desegregation: The Quiet Reversal of Brown v. Board of Education (1996). ISBN: 1565844017.
Sacks, Tearing Down the Gates - Confronting the Class Divide in
American Education (2007)ISBN:
978-0-520-24588-4."It helped me focus on inequities that poor
children face in public education. It really goes after middle and upper
middle class families who manipulate schools and districts to fulfill their
needs at the expense of the kids who need the most and who are not getting
it. Highly recommended" -- Jim Henderlite.
Stephen Smith, Boom for Whom? Education, Desegregation, and Development in Charlotte (2004). ISBN: 0791459853; 0791459861.