The Experts below are selected from a list of 246 Experts worldwide ranked by ideXlab platform
Sarah Reber - One of the best experts on this subject based on the ideXlab platform.
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from separate and unequal to integrated and equal school Desegregation and school finance in louisiana
The Review of Economics and Statistics, 2011Co-Authors: Sarah ReberAbstract:Abstract School Desegregation might have induced unintended behavioral responses of white families as well as state and local governments. This paper examines these responses and is the first to study the effects of Desegregation on the finances of school districts. Desegregation induced white flight from blacker to whiter public school districts and to private schools, but the local property tax base and local revenue were not adversely affected. The state legislature directed significant new funding to districts where whites were particularly affected by Desegregation. Desegregation therefore appears to have achieved its intended goal of improving resources available in schools that blacks attended.
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school Desegregation and educational attainment for blacks
Journal of Human Resources, 2010Co-Authors: Sarah ReberAbstract:Abstract:This paper assesses the effects of school Desegregation on its intended beneficiaries: black students. In Louisiana, substantial reductions in segregation between 1965 and 1970 were accompanied by large increases in per-pupil funding, which allowed funding in integrated schools to be "leveled up" to the level previously experienced only in white schools. Desegregation also brought increased exposure of blacks to whites. Analysis of new data on levels of segregation, resources and educational attainment from 1960-75 suggests that the increase in funding associated with Desegregation improved educational attainment for blacks. A 42 percent increase in funding led to a 15 percent increase in high school graduation rates, and the estimated present value of the additional education exceeded the additional cost.
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from separate and unequal to integrated and equal school Desegregation and school finance in louisiana
National Bureau of Economic Research, 2007Co-Authors: Sarah ReberAbstract:An important goal of the Desegregation of schools following the Supreme Court's decision in Brown vs. Board of Education was to improve the quality of the schools black children attended. This paper uses a new dataset to examine the effects of Desegregation on public and private enrollment and the system of school finance for Louisiana. I show that the system of school finance in Louisiana had long favored whites in high black enrollment share districts. Because of this system, whites in districts with high black enrollment shares stood to lose the most from Desegregation, as the gap between white student-teacher ratios and black student-teacher ratios in those districts was higher. Given the importance of districts' black enrollment share in the system of finance and the potential impact of Desegregation, I examine how changes in public and private enrollment, the local property tax base, and per-pupil revenue relate to the initial black enrollment share. The analysis suggests that the Jim-Crow system of school finance -- which had prevailed for over 60 years -- unraveled as the schools desegregated. While Desegregation did induce some "white flight" and reduce the local property tax base slightly, the policies had the intended effect of reducing black-white gaps in school resources, as increased funding allowed districts to "level up" average spending in integrated schools to that previously experienced only in the white schools.
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School Desegregation and Educational Attainment for Blacks
National Bureau of Economic Research, 2007Co-Authors: Sarah ReberAbstract:The Desegregation of Southern schools following the Supreme Court's 1954 Brown decision was perhaps the most important innovation in U.S. education policy in the 20th century. This paper assesses the effects of Desegregation on its intended beneficiaries, black students. In Louisiana, substantial reductions in segregation between 1965 and 1970 were accompanied by large increases in per-pupil funding. This additional funding was used to "level up" school spending in integrated schools to the level previously experienced only in the white schools. The effects of Desegregation on the educational experiences of black students differed substantially depending on the black share of enrollment in the district. For historical reasons, blacks in districts with higher black enrollment shares experienced larger increases in funding, compared to their counterparts in lower black enrollment share districts. On the other hand, blacks in high black enrollment share districts saw smaller increases in exposure to whites (who were higher-income). Blacks in high black enrollment share districts experienced larger improvements in educational attainment, suggesting that the increase in funding associated with Desegregation was more important than the increased exposure to whites. A simple cost-benefit calculation suggests that the additional school spending was more than offset by higher earnings due to increased educational attainment. Using a different source of variation and methodology, the results of this paper are consistent with earlier work suggesting that Desegregation improved educational attainment for blacks and sheds new light on the potential mechanism behind this improvement in Louisiana: increased funding for blacks' schools.
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court ordered Desegregation successes and failures integrating american schools since brown versus board of education
Journal of Human Resources, 2005Co-Authors: Sarah ReberAbstract:This paper uses a new methodology to assess the effects of court-ordered Desegregation plans on segregation and white enrollment. I then assess what characteristics of districts are predictive of having more or less white flight when Desegregation plans are implemented. I exploit the wide variation in the timing of implementation of Desegregation plans to identify their effects. I find strong evidence that segregation fell when districts implemented Desegregation plans; plans were also associated with significant white enrollment losses that offset about one-third of the within-district reductions in segregation. White flight was particularly severe in districts with more public school districts in the same metropolitan area.
Dionne Danns - One of the best experts on this subject based on the ideXlab platform.
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Policy Implications for School Desegregation and School Choice in Chicago.
The Urban Review, 2018Co-Authors: Dionne DannsAbstract:School Desegregation in Chicago was derived from the implementation of the 1964 Civil Rights Act. This article follows the formation of this policy to its implementation in Chicago. First, the federal government used the Civil Rights Act to garner school Desegregation. Then, the Chicago Board of Education created Desegregation plans for Chicago Public Schools which included school choice options. Finally, the article uses the oral histories of 68 graduates of three Chicago public high schools to demonstrate how the policy was utilized. The entire process reveals the continuation of institutional racism as school Desegregation in Chicago was effectively limited as only a few Black and Latino students benefited from school Desegregation.
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Redmond’s School Desegregation Plan and Reactions
2014Co-Authors: Dionne DannsAbstract:At first appearance James Redmond may not have seemed all that different from the previous Chicago superintendent Benjamin Willis, whom Redmond replaced in 1966. Both were older, white, clean-shaven men with neatly trimmed hair. But Redmond’s entrance into the superintendent’s office marked a symbolic shift in the handling of the city’s schools—at least in regard to the city’s image of Desegregation. While Willis had been praised for increasing resources in some of the city’s schools, his record regarding Desegregation and the inequalities between black and white schools had come under vehement public attack. As black schools became increasingly overcrowded, Willis merely responded by installing mobile units, which his critics called “Willis Wagons.” Willis had stubbornly maintained that outcries regarding Desegregation and inequality were unwarranted—despite federal reports that acknowledged such inequalities.1 Redmond replaced Willis upon Willis’s retirement in 1966 giving civil rights activists high expectations for the city’s Desegregation efforts.
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Federal Involvement with Student Desegregation
2014Co-Authors: Dionne DannsAbstract:In 1969, activist Thomas N. Todd, one of the lawyers handling the Justice Department’s faculty Desegregation efforts against Chicago, resigned. Although Todd had the opportunity to bring the first criminal case (United States v. Gorman) against a Chicago policeman for denying an individual’s civil rights while in the US Attorney’s Office in Chicago, Todd indicated that he was interested in working on larger issues than what the Justice Department was currently pur-suing.1 He believed that the Justice Department should also focus on student Desegregation, inequitable school funding, poor facilities at black schools, and the bias certification process for teachers and prin-cipals. Similarly, Leon Panetta, Nixon’s first Office of Civil Rights (OCR) director, was forced to resign in 1970. Panetta began his polit-ical career as an assistant to California senator Thomas H. Kuchel in 1966 and assistant to HEW secretary Robert Finch in 1969 before being tapped to briefly head OCR in 1970.2 The Washington Daily News featured a front-page headline “Nixon Seeks to Fire HEWS Rights Chief for Liberal Views.”3 Though Republican, Panetta was viewed as a liberal for his “tough stand on school Desegregation.”4 Panetta’s response was, “I had just been fired from a $30,000-a-year Government job for taking that job too seriously.”5 The resignations of both Todd and Panetta highlighted Nixon’s calculated response to civil rights. Nixon favored a restrained approach to Desegregation and those moving too quickly or wanting more civil rights and Desegregation efforts were at odds with his administration.
Ezella Mcpherson - One of the best experts on this subject based on the ideXlab platform.
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moving from separate to equal to equitable schooling revisiting school Desegregation policies
Urban Education, 2011Co-Authors: Ezella McphersonAbstract:For over a century after the 1896 Plessy v. Ferguson decision, researchers have been grappling with how to effectively implement educational reform policies to provide students with an equal education in American schools. This literature review examines previous school Desegregation cases and school Desegregation plans to investigate how schools have been unsuccessful in fully implementing Desegregation plans. The paper discusses the role that social and political factors played in prohibiting schools from fully desegregating in the South. It ends with some suggestions on moving from equal to equitable schooling inside and outside of the Southern region of the United States.
Brian L. Fife - One of the best experts on this subject based on the ideXlab platform.
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Comparing Desegregation Intervention Strategies
Urban Education, 1994Co-Authors: Brian L. FifeAbstract:The author examines the question of which type of Desegregation plan most effectively reduces segregation in American public schools. This study departs from previous research in that the school Desegregation plans are not categorized as mandatory and voluntary. Rather, a choice-assignment continuum is created to account for more of the variation between diverse Desegregation orders that have been implemented in urban America. By several rigid criteria, Desegregation plans relying on assignment techniques reduce the level of segregation to a greater degree than choice techniques.
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Desegregation in American Schools: Comparative Intervention Strategies
1992Co-Authors: Brian L. FifeAbstract:School Desegregation Since Brown I Mandatory Versus Voluntary School Desegregation Strategies Twenty Districts: From Boston to Tulsa Comparing Different Types of School Desegregation Plans The "White Flight" Hypothesis Revisited Future Progress Toward Desegregation References Appendix Bibliography Index
Christine H Rossell - One of the best experts on this subject based on the ideXlab platform.
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The Desegregation Efficiency of Magnet Schools
Urban Affairs Review, 2003Co-Authors: Christine H RossellAbstract:Magnet schools are an attempt to introduce market incentives into school Desegregation policy. The analyses presented here assess the extent to which they have improved the effectiveness of Desegregation plans in a 600-school-district national sample from 1968 to 1991. I find that adding magnet schools to a voluntary plan does not seem to produce any more interracial exposure than does a voluntary plan without magnets. Moreover, there are diminishing marginal returns to magnets. The greater the percentage of magnets in a voluntary Desegregation plan, the greater the white flight and the less the gain in interracial exposure. The effectiveness of magnets also varies by structure.
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The Effectiveness of School Desegregation Plans, 1968-1991
American Politics Quarterly, 1996Co-Authors: Christine H Rossell, David J. ArmorAbstract:A major debate in school Desegregation policy is whether voluntary, market-based mechanisms (such as magnet schools) result in more school Desegregation than command-and-control approaches (such as mandatory reassignment). Using data obtained from a national probability sample of 600 school districts, we explore the effects of different types of Desegregation plans on White flight, racial imbalance, and interracial exposure from 1968 to 1991 Based on the results of multiple regression analyses, we find that (a) voluntary plans result in lower levels of White flight and higher levels of change in interracial exposure than mandatory-reassignment or controlled-choice plans (which fall between the two approaches) and (b) voluntary plans are not disadvantaged in comparison to mandatory-reassignment or controlled-choice plans in the achievement of racial balance.