A Quest for Equal Education Opportunity in a Major Urban School District: The Case of Washington, D.C.; [and] A Critique of "A Quest for Equal Educational Opportunity in a Major Urban School District: The Case of Washington, D.C."

Autor/in	Baratz, Joan C.
Institution	Lawyers' Committee for Civil Rights Under Law, Washington, DC.; District of Columbia Public Schools, Washington, DC.; Syracuse Univ. Research Corp., NY.
Titel	A Quest for Equal Education Opportunity in a Major Urban School District: The Case of Washington, D.C.; [and] A Critique of "A Quest for Equal Educational Opportunity in a Major Urban School District: The Case of Washington, D.C."
Quelle	(1975), (256 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Civil Rights; Court Litigation; Educational Finance; Elementary Schools; Equal Education; Equalization Aid; Expenditure per Student; Federal Aid; Full State Funding; Metropolitan Areas; Nondiscriminatory Education; Racial Integration; Resource Allocation; School District Spending; School Districts; Urban Areas; District of Columbia + Suchen Sie Ihr Suchwort? Bürgerrechte; Grundrechte; Zivilrecht; Rechtsstreit; Bildungsfonds; Elementary school; Grundschule; Volksschule; Gleichstellung; Staatliche Förderung; Ballungsraum; Rassenintegration; Ressourcenallokation; School district; Schulbezirk; Urban area; Stadtregion
Abstract	This report presents an examination of the history of the interaction of the courts and the school administration in their quest to provide an equal educational opportunity to the children of the District of Columbia, especially in the latter's efforts to comply with a court decision which ordered the system to equalize per pupil expenditures in the elementary school. A series of developments, namely, the events leading up to Hobson 1, response to Hobson 1 by the schools, Hobson II and the schools' response, and evaluation of the D.C. Public Schools implementation of Hobson II, and recommendations for further efforts toward achieving equal educational opportunity in the schools, are some of the topics discussed in the seven sections constituting this study. They are arranged as follows: introduction, the setting, events on the road to equalization, the management of implementation, resource allocation in selected D.C. Schools, a case study (1971-74), alternatives, and concluding remarks. A critique of this report prepared by the Public Schools of the District of Columbia, said to highlight particular problems with this report, and to offer information clarifying some of the misleading interpretations, is attached as part of this report. (Author/AM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC