There is a rich history of research examining the racial/ethnic disparities in school safety, school discipline, school climate and school achievement. While rich and informative, these lines of inquiry also unearth additional unanswered questions. As scholars consider the future of school safety research, they should consider: 1) developing more…

Purposeful and strategic connections between schools, families, and communities are critical characteristics of effective middle level education. Area-based initiatives (ABIs) have been particularly visible family-school-community policy developments in recent years--especially the federally funded "Promise Neighborhoods," which attempt…

Many wonder whether teacher gender plays an important role in higher education by influencing student achievement and subject interest. The data used in this paper helps identify average effects from male and female college students assigned to male or female teachers. In contrast to previous work at the primary and secondary school level, our…

A project-wide evaluation of the Houston, Texas magnet school program indicated that it successfully implemented four court-defined desegregation goals: (1) fewer schools which are 90% or more white or combined black and Mexican-American; (2) fewer students who attend such schools; (3) free transportation for magnet school students; and (4) an…

The priority attached to inner-city student desegregation has often become diminished with the onset of mandatory faculty desegregation. Consequently, students tend to be substantially more segregated than teachers in urban schools. Faculties in predominantly minority schools typically have higher turnover and less experience than faculties in…

In the largest district initially placed under court-ordered faculty desegregation. The influences of teacher turnover, experience, and racial isolation on elementary school student achievement in predominantly minority schools were examined. Findings suggest that poorly planned desegregation policies can have undesirable consequences, especially…

School integration was accomplished by three major procedures: (1) Faculties at all schools were integrated; (2) Two all-black high schools and two all-black middle schools were closed. Students were provided with free transportation to predominantly white schools; and (3) 27 elementary schools were combined into six clusters, each cluster…

This survey included opinions from four groups: 1) EEO Task Force members who had participated in workshops and regular meetings on the elimination of racial isolation in the schools; 2) new teachers assigned in their first year to racially different schools; 3) voluntary transfers (teachers) to such schools; and 4) a random sample of teachers in…

To measure the attitudes of professional personnel in the Dayton Public Schools concerning factors related to equal educational opportunity, this survey instrument was devised which combines open-ended questions with more structured Likert-type scale statements and rank-order sections. The instrument was not field-tested before its administration.…

The quality of education for nonwhite students in the Minneapolis Public Schools (MPS) is examined in this report. Three areas are discussed: (1) student achievement; (2) evaluation of teachers, principals, and administrators; and (3) system accountability. Emphasis is placed on the accountability of the MPS to the black, American Indian, and…

This report is the product of 17 months of research, consultation, and discussions; and it presents the views of the Connecticut Governor's Commission on Quality and Integrated Education. Connecticut has long acknowledged an affirmative responsibility to desegregate the public schools and guarantee educational quality for all students. The…

The purpose, procedures, analyses, and results are documented for seven information sources used by Austin (Texas) Independent School District in the Emergency School Aid Act (ESAA)/Districtwide Priorities--Systemwide Desegregation Evaluation, 1981-82. The information sources include: (1) Iowa Tests of Basic Skills, (2) Sequential Tests of…