School Resegregation

Confronting a reality that many policy makers would prefer to ignore, contributors to this volume offer the latest information on the trend toward the racial and socioeconomic resegregation of southern schools. In the region that has achieved more widespread public school integration than any other since 1970, resegregation, combined with resource inequities and the current 'accountability movement,' is now bringing public education in the South to a critical crossroads. In thirteen essays, leading thinkers in the field of race and public education present not only the latest data and statistics on the trend toward resegregation but also legal and policy analysis of why these trends are accelerating, how they are harmful, and what can be done to counter them. What's at stake is the quality of education available to both white and nonwhite students, they argue. This volume will help educators, policy makers, and concerned citizens begin a much-needed dialogue about how America can best educate its increasingly multiethnic student population in the twenty-first century.Contributors:Karen E. Banks, Wake County Public School System, Raleigh, N.C.John Charles Boger, University of North Carolina School of LawErwin Chemerinsky, Duke Law SchoolCharles T. Clotfelter, Duke UniversitySusan Leigh Flinspach, University of California, Santa CruzErica Frankenberg, Harvard Graduate School of EducationCatherine E. Freeman, U.S. Department of EducationJay P. Heubert, Teachers College, Columbia UniversityJennifer Jellison Holme, University of California, Los AngelesMichal Kurlaender, Harvard Graduate School of EducationHelen F. Ladd, Duke UniversityLuis M. Laosa, Kingston, N.J.Jacinta S. Ma, U.S. Equal Employment Opportunity CommissionRoslyn Arlin Mickelson, University of North Carolina at CharlotteGary Orfield, Harvard Graduate School of EducationGregory J. Palardy, University of Georgiajohn a. powell, Ohio State UniversitySean F. Reardon, Stanford UniversityRussell W. Rumberger, University of California, Santa BarbaraBenjamin Scafidi, Georgia State UniversityDavid L. Sjoquist, Georgia State UniversityJacob L. Vigdor, Duke UniversityAmy Stuart Wells, Teachers College, Columbia UniversityJohn T. Yun, University of California, Santa Barbara