The Color of School Reform

Henig, Jeffrey R.; Hula, Richard C.; Orr, Marion; Pedescleaux, Desiree S.

doi:10.1515/9781400823291

Cited by 114 publications

(60 citation statements)

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“…As public schools become more of a means to ensure the relative success of individuals, acquiring educational resources can appear to be a zero-sum game. This amplifies the importance of school boundaries and spurs the rise of enclaves, or select sets of schools with heavy parental investment in improving their child’s school instead of more systemic investment geared toward improving the district (Henig, Hula, Orr, & Pedescleaux, 1999). Educational boundary lines contribute to these inequalities because they outline the geographic scope of a school or system, define its student population, and label it with a name.…”

Section: Literature Reviewmentioning

confidence: 99%

The Disintegration of Memphis-Shelby County, Tennessee: School District Secession and Local Control in the 21st Century

Siegel‐Hawley

Diem

Frankenberg

2018

American Educational Research Journal

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In this qualitative case study, we explore the political impulses behind suburban secession from the 2013 Memphis-Shelby County merger, the largest school district consolidation in recent history. Decades removed from the Civil Rights Movement, during a period of stark inequality, colorblind law and policymaking, and a diminished understanding of education as a societal benefit, the central suburban rationale for secession, local control, carries new weight. It gives already privileged communities a race-neutral, legally sanctioned, and politically persuasive way to discuss resource accumulation that maps onto existing racial and economic segregation. Memphis-area lessons offer insight into an increasing number of secession struggles and enrich our understanding of how educational advantage is consolidated in the 21st-century metropolis.

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Section: Literature Reviewmentioning

confidence: 99%

The Disintegration of Memphis-Shelby County, Tennessee: School District Secession and Local Control in the 21st Century

Siegel‐Hawley

Diem

Frankenberg

2018

American Educational Research Journal

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“…N. Stone, 1998). When urban district leaders do pursue equity-oriented policies, powerful opposition typically materializes to halt efforts that significantly alter the status quo (e.g., Boyd, 1976; Henig, Hula, Orr, & Pedescleaux, 1999; Holme, Diem, & Welton, 2014). District leaders tend to direct their attention to the technical challenges of policy design and implementation, leaving them underprepared for the inevitable conflicts over values and resources that arise from equity-oriented efforts (Holme et al, 2014; Mehan, Hubbard, & Stein, 2005; Oakes, 1992; Trujillo, 2013; Welner, 2001).…”

mentioning

confidence: 99%

The Multiple Meanings of (In)Equity: Remaking School District Tracking Policy in an Era of Budget Cuts and Accountability

Turner

Spain

2016

Urban Education

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How do school district administrators make sense of educational equity as they undertake reform? This study examines tracking policymaking in two urban school districts. Using case studies and an interpretive approach, the study highlights school district leaders’ shifting ways of making sense of tracking and (in)equity while facing achievement gaps, accountability pressures, budgets cuts, and support for tracking. Even after the emergence of powerful opposition, we find that district administrators continued to rethink the meaning of equity in relation to tracking and they pursued policies that expanded access to high-track classes and gifted education. While potentially widening educational opportunity, these moves fundamentally reinscribed the inequity of tracking in their schools.

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“…In their study of civic capacity, race, and education, Henig, Hula, Orr, and Pedescleaux (1999) stated, Much empirical research on regime formation supports the view that economic elites have a privileged position in the policy process. .…”

Section: Recommendations For Economic and Social Reformmentioning

confidence: 99%

2015 Wallace Foundation Distinguished Lecture: Anonymity No More: Seeing Our Neighbors in Ferguson and the Implications for Social Policy

Tate

Jones

2017

Educational Researcher

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Ferguson, Missouri, has been characterized as an archetype of structural inequality and segregation. Several questions guide this investigation of Ferguson and its surrounding region. How did policies, practices, and folkways help to create the conditions in Ferguson and the broader metropolitan region? The regional segregation regime’s history provides a background to better understand current conditions. What is the existing state of affairs for young persons and their families in the region? To address this question, social epidemiological methods and geospatial analysis inform the development of a set of visuals to determine if racial segregation, economic opportunity, health and developmental outcomes, and education-related outcomes are spatially arranged. The authors found that these indicators of well-being are spatially arranged and concentrated; thus, they raise another question: How does a politically fragmented region intervene to disrupt concentrated disadvantage? As Ferguson and the region seek social and education reform, the final section offers several recommendations to improve education outcomes through broader economic strategy and social policy.

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The Color of School Reform

Cited by 114 publications

References 0 publications

The Disintegration of Memphis-Shelby County, Tennessee: School District Secession and Local Control in the 21st Century

The Disintegration of Memphis-Shelby County, Tennessee: School District Secession and Local Control in the 21st Century

The Multiple Meanings of (In)Equity: Remaking School District Tracking Policy in an Era of Budget Cuts and Accountability

2015 Wallace Foundation Distinguished Lecture: Anonymity No More: Seeing Our Neighbors in Ferguson and the Implications for Social Policy

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