The "Brown v. Board of Education" decision ruled racial school segregation unconstitutional over 60 years ago. Although widespread desegregation followed initially, the past several decades have seen increasing resegregation, as evidenced by a decreasing proportion of black students in the average white students' schools and an…

With increasing ethnic and racial diversity in the classroom, understanding classroom dynamics and the use of space has become increasingly important. In particular, when theoretical perspectives, such as that offered by intergroup contact research, promotes the importance of contact between competing groups to improve relations. Adopting a…

This study investigates cross-cultural differences in the interrelation between school performance, school segregation, and stress-related health among 9th-grade students in the greater Stockholm and Helsinki areas. Contrary to the Swedish case, it has been proposed that school performance in Finland is largely independent of the specific school…

An exploration is presented of how urban spaces, polarized by class and ethnicity, structure the basic conditions of emerging local school markets. The authors investigate how the distribution of symbolic capital, or "hot knowledge" of the market, affects schools, the market, and the urban spaces themselves. The study is guided by…

Since the year 2000, the population of people of color and of poor families in the suburbs has been rapidly increasing, making these areas far more diverse than they were a generation ago. Along with the increase in diversity has come re-segregation, leaving some schools with very high concentrations of low-income students and students of color,…

This article examines the neoliberal influences on "Port City Schools" (PCS) unique district-wide extended learning time (ELT) initiative. Despite the recent popularity of ELT in urban schools, there have been few qualitative studies that question how stakeholders make sense of ELT on the ground. This research fills that gap in the…

In this paper, the authors investigate the consequences of curricular intensification by examining changes in the social organization of schooling and student achievement in one California school district. The authors' analyses consider the following three research questions: (1) What effect did 8th grade curricular intensification have on…

Middle schools are important because they launch students on trajectories that they are likely to follow throughout their formal educations. This study explored the relationship of first-generation segregation (elementary and middle school racial composition) and second-generation segregation (racially correlated academic tracks) to reading and…

Three arguments regarding racial equity have arisen in the school choice debate. Choice advocates charge that choice will improve access to quality schools for disadvantaged minority students (Chubb & Moe 1990; Coons & Sugarman, 1978; Godwin & Kemerer, 2002; Viteritti, 1999). Critics argue that choice is unlikely to benefit minority…

Background/Context: The Equality of Educational Opportunity study is widely recognized as one of the most important studies on schooling ever performed. The findings from the report have shaped the field of education, national education policies, and wider public and scholarly opinion regarding the contributions of schools and schooling to…

The Brown Decision, whose 50th Anniversary was observed in 2004, was a landmark case that ended the doctrine of separate but equal. During the observation of the anniversary, many pundits reflected on the political, social, and historical significance of Brown. This article takes a different approach in reflecting on the importance of Brown. A…

This bulletin presents statistics of state school systems in 1937-38. For the most part statistics presented in this chapter relate to public elementary and secondary schools in 48 States, the District of Columbia, and the outlying parts of the United States. Such data were submitted by States for nonpublic schools are incorporated in separate…

The U.S. Office of Education is required by law to collect statistics to show the condition and progress of education. Statistics can be made available, on a national scale, to the extent that school administrators, principals, and college officials cooperate on a voluntary basis with the Office of Education in making the facts available. This…