From Open Enrollment to Controlled Choice: How Choice-Based Assignment Replaced the Neighborhood School in Cambridge, Massachusetts

Autor/in	Moss, Hilary J.
Titel	From Open Enrollment to Controlled Choice: How Choice-Based Assignment Replaced the Neighborhood School in Cambridge, Massachusetts
Quelle	In: History of Education Quarterly, 59 (2019) 3, S.313-350 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2680
Schlagwörter	School Choice; Educational History; Neighborhood Schools; Parent Role; School Desegregation; Public Schools; Open Enrollment; Equal Education; Racial Segregation; Desegregation Litigation; Civil Rights Legislation; Federal Legislation; Neighborhoods; Elementary Secondary Education; African American Students; Massachusetts (Cambridge) + Suchen Sie Ihr Suchwort? Choice of school; Schulwahl; History of education; Bildungsgeschichte; Parental role; Elternrolle; Integrative Schule; Public school; Öffentliche Schule; Open entry; Offenes Bildungssystem; Rassentrennung; Private law; Bürgerliches Recht; Bundesrecht; Neighbourhoods; Nachbarschaft; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin
Abstract	In 1981, Cambridge, Massachusetts, became the first school district in America to replace its neighborhood schools with a "controlled choice" assignment plan, which considered parental preference and racial balance. This article considers the history preceding this decision to explore how and why some Americans became enamored with choice-based assignment at the expense of the neighborhood school in the late twentieth century. It argues that Cambridge's problematic experience with open enrollment in the 1960s and 1970s created a vocal, consumer-oriented, and politically active class of parents who became accustomed to choice and, by the early 1980s, dependent on its benefits. Moreover, controlled choice proved especially attractive in this university community because Cambridge had a constituency of well-educated, middle-income parents who possessed the social capital to identify the best educational opportunities for their children, but lacked the economic capital to use real estate to gain access to their preferred schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01