New York State's Extreme School Segregation: Inequality, Inaction and a Damaged Future

Autor/in	Kucsera, John
Institution	University of California, Los Angeles. Civil Rights Project / Proyecto Derechos Civiles
Titel	New York State's Extreme School Segregation: Inequality, Inaction and a Damaged Future
Quelle	(2014), (160 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; School Segregation; Desegregation Plans; Educational History; Student Diversity; Demography; School Districts; Competency Based Education; Racial Composition; Trend Analysis; Educational Trends; State Legislation; Court Litigation; Civil Rights Legislation; Federal Legislation; Desegregation Litigation; School Desegregation; New York + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Demografie; School district; Schulbezirk; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Trendanalyse; Bildungsentwicklung; Landesrecht; Rechtsstreit; Private law; Bürgerliches Recht; Bundesrecht; Integrative Schule
Abstract	The fight for equal educational opportunity in New York has followed a pattern similar to other diverse or racially transforming states. From the 1950s to 1980s, the issue of school desegregation was an important issue. Local civil rights pressure, the courts, and legislation attempted to desegregate large urban school systems through both voluntary school choice programs and involuntary reassignment plans. Over the last 20 years, however, most desegregation policies have been abandoned, as minorities continue to grow and reside in isolated neighborhoods, and leaders shift focus onto neighborhood schools and the provision of equitable school funding or resources. School segregation has persisted or increased across the state--one of the main explorations of this report. In this report, first is provided a brief overview of the history of desegregation in New York. Following is a review of over sixty years of social science research to determine possible harms of segregation and the benefits of well-designed diverse schools. Next, demographic and segregation patterns over the last twenty years for the state are explored, preceded by a brief description of the data and methodology. These same trends are also explored for the large New York metropolitan area and its various regions (including Long Island and Yonkers), followed by the state's four main upstate metropolitan areas (Albany, Buffalo, Rochester, and Syracuse). Within the metropolitan area analyses, the report briefly delves into the degree and type of racial transition within the largest school districts. These findings are discussed, along with a number of legal and policy recommendations for the state and key metropolitan areas. The report contains an appendix of additional data tables. [The report was written with Gary Orfield. This is the fifth of thirteen in a series of special reports on public school segregation in Eastern states. These studies explore trends in enrollment and school segregation patterns from 1989 to 2010 at the state and regional levels, including various metro areas for each state.] (ERIC).
Anmerkungen	Civil Rights Project / Proyecto Derechos Civiles. 8370 Math Sciences, P.O. Box 951521, Los Angeles, CA 90095-1521. Tel: 310-267-5562; Fax: 310-206-6293; e-mail: crp@ucla.edu; Web site: http://www.civilrightsproject.ucla.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01