Improving Education in Desegregated Schools

Weinberg, Meyer

doi:10.1007/978-1-4684-4943-3_6

Cited by 2 publications

(1 citation statement)

References 7 publications

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“…Second, plans with a metropolitan scope show greater black achievement gains, perhaps because they reach more middle-class whites, which implies that successful desegregation is socioeconomic as well as racial (Longshore and Prager, 1985). Researchers have also documented the critical role of principal/teacher expectations and attitudes in the success or failure of desegregation programs, particularly with respect to improving achievement (Crain, Mahard and Narot, 1982;Genova and Walberg, 1984;Rubovits and Maehr, 1973;Hartman and Maehr, 1984;Weinberg, 1985).…”

Section: Desegregation Researchmentioning

confidence: 99%

Merging Educational Finance Reform and Desegregation Goals

Kazal-Thresher

1993

EPAA

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Educational finance reforms and desegregation have both sought to address inequities in educational opportunities for minorities and low income families. The recent methods of addressing desegregation issues have tended to focus on attaining racial balance rather than educational quality, however. This paper explores how desegregation goals can be merged with educational finance reform to more systematically address educational quality in schools serving low income and minority populations. By moving toward centralized control over school financing, the inequity of school outcomes that are based on unequal school resources can be reduced. In addition, state determined expenditures when combined with desegregation monies, would meet the original intention of desegregation funds by clearly providing add-on monies for additional services for minority children, while at the same time, creating a better monitoring mechanism.

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Section: Desegregation Researchmentioning

confidence: 99%

Merging Educational Finance Reform and Desegregation Goals

Kazal-Thresher

1993

EPAA

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Desegregation Goals and Educational Finance Reform: An Agenda for the Next Decade

Kazal-Thresher¹

1994

Educational Policy

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Educatinal finance reform has become a major source of change in organizing public school systems. Its potential to create more uniform and equitable educational opportunities for minorities and low-income students is very good, perhaps even better than past efforts generated through desegregation litigation. This article discusses the ability of educational finance reforms to meet one of the major goals of desegregation and to do so in a more consistent and systematic manner By formally linking the two reform movements, proponents of each may be more effective in enhancing the quality of education and the distribution of educational resources available for all lower income students.

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Improving Education in Desegregated Schools

Cited by 2 publications

References 7 publications

Merging Educational Finance Reform and Desegregation Goals

Merging Educational Finance Reform and Desegregation Goals

Desegregation Goals and Educational Finance Reform: An Agenda for the Next Decade

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