Suburban Schools
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| Author | : John L. Rury |
| Publisher | : Cornell University Press |
| Total Pages | : 272 |
| Release | : 2020-04-15 |
| Genre | : Education |
| ISBN | : 1501748416 |
Creating the Suburban School Advantage explains how American suburban school districts gained a competitive edge over their urban counterparts. John L. Rury provides a national overview of the process, focusing on the period between 1950 and 1980, and presents a detailed study of metropolitan Kansas City, a region representative of trends elsewhere. While big-city districts once were widely seen as superior and attracted families seeking the best educational opportunities for their children, suburban school systems grew rapidly in the post–World War II era as middle-class and more affluent families moved to those communities. As Rury relates, at the same time, economically dislocated African Americans migrated from the South to center-city neighborhoods, testing the capacity of urban institutions. As demographic trends drove this urban-suburban divide, a suburban ethos of localism contributed to the socioeconomic exclusion that became a hallmark of outlying school systems. School districts located wholly or partly within the municipal boundaries of Kansas City, Missouri, make for revealing cases that illuminate our understanding of these national patterns. As Rury demonstrates, struggles to achieve greater educational equity and desegregation in urban centers contributed to so-called white flight and what Senator Daniel Patrick Moynihan considered to be a crisis of urban education in 1965. Despite the often valiant efforts made to serve inner city children and bolster urban school districts, this exodus, Rury cogently argues, created a new metropolitan educational hierarchy—a mirror image of the urban-centric model that had prevailed before World War II. The stubborn perception that suburban schools are superior, based on test scores and budgets, has persisted into the twenty-first century and instantiates today's metropolitan landscape of social, economic, and educational inequality.
| Author | : Erica Frankenberg |
| Publisher | : Harvard Education Press |
| Total Pages | : 376 |
| Release | : 2012-10-01 |
| Genre | : Education |
| ISBN | : 1612504833 |
"The United States today is a suburban nation that thinks of race as an urban issue, and often assumes that it has been largely solved,” write the editors of this groundbreaking and passionately argued book. They show that the locus of racial and ethnic transformation is now clearly suburban and illustrate patterns of demographic change in the suburbs with a series of rich case studies. The book concludes by considering what kinds of strategies school officials and community leaders can pursue at all levels to improve opportunities for suburban low-income students and students of color, and what ways address the challenges associated with demographic change.
| Author | : R. L’Heureux Lewis-McCoy |
| Publisher | : Stanford University Press |
| Total Pages | : 231 |
| Release | : 2014-06-25 |
| Genre | : Education |
| ISBN | : 0804792453 |
Nestled in neighborhoods of varying degrees of affluence, suburban public schools are typically better resourced than their inner-city peers and known for their extracurricular offerings and college preparatory programs. Despite the glowing opportunities that many families associate with suburban schooling, accessing a district's resources is not always straightforward, particularly for black and poorer families. Moving beyond class- and race-based explanations, Inequality in the Promised Land focuses on the everyday interactions between parents, students, teachers, and school administrators in order to understand why resources seldom trickle down to a district's racial and economic minorities. Rolling Acres Public Schools (RAPS) is one of the many well-appointed suburban school districts across the United States that has become increasingly racially and economically diverse over the last forty years. Expanding on Charles Tilly's model of relational analysis and drawing on 100 in-depth interviews as well participant observation and archival research, R. L'Heureux Lewis-McCoy examines the pathways of resources in RAPS. He discovers that—due to structural factors, social and class positions, and past experiences—resources are not valued equally among families and, even when deemed valuable, financial factors and issues of opportunity hoarding often prevent certain RAPS families from accessing that resource. In addition to its fresh and incisive insights into educational inequality, this groundbreaking book also presents valuable policy-orientated solutions for administrators, teachers, activists, and politicians.
| Author | : Amy Stuart Wells |
| Publisher | : Yale University Press |
| Total Pages | : 404 |
| Release | : 1997-05-29 |
| Genre | : Education |
| ISBN | : 9780300174304 |
This important book takes the discussion of racial inequality in America beyond simplistic arguments of white racism and black victimization to a more complex conversation about the separate but unequal situation in many schools today. Amy Stuart Wells and Robert Crain investigate the St. Louis, Missouri, school desegregation plan, a unique agreement that since 1983 has given black inner-city students the right to choose to attend predominantly white suburban schools. After five years of research and hundreds of interviews with policymakers, administrators, teachers, students, and parents, Wells and Crain conclude that when school desegregation is examined from these many perspectives, more strengths than weaknesses emerge. They call for a reexamination of now-popular school choice policies across the country so that these policies may help to bring about more racial and social-class integration. Stepping over the Color Line intertwines data on student achievement and racial isolation with stories of the people who participated in the St. Louis program. The authors set these individuals within a broad historical and social context and demonstrate how important linkages between the past and present help explain why efforts to overcome racial inequality—in St. Louis and in the larger society—are so difficult. "The authors do a superb job of explaining how this innovative program came about, placing it in a broad context that takes it beyond its immediate and local implications. The book is at times heartbreaking and at times uplifting."—Richard Zweigenhaft, co-author of Blacks in the White Establishment? A Study of Race and Class in America
| Author | : Shelley B. Wepner |
| Publisher | : Rowman & Littlefield |
| Total Pages | : 150 |
| Release | : 2017-05-01 |
| Genre | : Education |
| ISBN | : 1475832842 |
This coedited book describes the impact that an increasingly diverse student population has on 21st century suburban schools. It also presents what can and should be done to help K-12 school district administrators and teachers address this growing phenomenon across the nation. This eight-chapter book: provides a demographic, political, economic, and sociological overview of the changing nature of suburban schools describes the nature of student diversity in the changing suburbs and issues with student achievement identifies administrative responsibilities and program structures for working with a changing student population proposes ways to reduce the achievement gap, most notably in literacy looks at how to use “whole child” assessment protocols to provide support for such students delves into parent inequities within changing suburban districts and offers ideas for closing the parent gap. This book is written for school district administrators, teachers, legislators, policy makers, teacher educators, and educational researchers for developing programs and pathways for a segment of the student and parent population that now is living in suburban areas without traditional roots as advantaged suburbanites.
| Author | : Laura L. Finley |
| Publisher | : Bloomsbury Publishing USA |
| Total Pages | : 747 |
| Release | : 2011-09-13 |
| Genre | : Family & Relationships |
| ISBN | : 0313362394 |
This book provides a thorough compilation of the types, specific incidents, relevant agencies, theories, responses, and prevention programs relevant to crime and violence in schools and on campuses. Encyclopedia of School Crime and Violence is the most comprehensive reference on this deeply unsettling topic ever undertaken. No other volume integrates as much information about the many types of crime and violence occurring in schools as well as the variety of responses and prevention efforts aimed at curbing it. In a series of alphabetically organized entries, Encyclopedia of School Crime and Violence looks at significant cases both at high schools and on college campuses, with coverage that includes professional and community responses, and theories as to why these events happened. Unlike other volumes that focus only on the most sensational events, the encyclopedia spans the full spectrum of school crime—not just the high profile cases like Columbine and Virginia Tech, but the insidious problems of theft, bullying, cybercrime, violence, sexual assault, and more. Coverage includes information on some cases outside the United States, as well as entries on the government agencies and other organizations dedicated to analyzing and eradicating school crime and violence.
| Author | : Jay P. Greene |
| Publisher | : Rowman & Littlefield |
| Total Pages | : 292 |
| Release | : 2005 |
| Genre | : Education |
| ISBN | : 9780742549777 |
How can we fix America's floundering public schools? Conventional wisdom says that schools and teachers need a lot more money, that poor and immigrant children can't do as well as most American kids, that high-stakes tests just produce teaching to the test, and that vouchers do little to help students while undermining our democracy. Jay P. Greene has gathered the evidence to show that much of what people believe about education policy is little more than a series of myths.
| Author | : Laura Lippman |
| Publisher | : DIANE Publishing |
| Total Pages | : 232 |
| Release | : 1996-12 |
| Genre | : Education, Urban |
| ISBN | : 0788136321 |
| Author | : Leila Villaverde |
| Publisher | : Bloomsbury Publishing USA |
| Total Pages | : 270 |
| Release | : 2003-10-06 |
| Genre | : Education |
| ISBN | : 1576079821 |
A broad survey of secondary schools, their historical origins, and present-day goals, intentions, and practices in educating adolescents. Secondary Schools: A Reference Handbook charts the planning, designing, and administration of the various types of secondary schools in the U.S. and their goals. It maps the historical foundation of the school system, examines important social and cultural movements in education, analyzes legislation and policy issues, looks at standardization, and discusses reform. Always keeping the needs of students in close focus, this book examines public and private institutions, vocational curricula, schools within schools, as well as target audiences for specific institutions, educational standards, accessibility, admission policies, student assistance, and other important subjects.
| Author | : Annette Lareau |
| Publisher | : Russell Sage Foundation |
| Total Pages | : 353 |
| Release | : 2014-03-31 |
| Genre | : Social Science |
| ISBN | : 1610448200 |
A series of policy shifts over the past decade promises to change how Americans decide where to send their children to school. In theory, the boom in standardized test scores and charter schools will allow parents to evaluate their assigned neighborhood school, or move in search of a better option. But what kind of data do parents actually use while choosing schools? Are there differences among suburban and urban families? How do parents’ choices influence school and residential segregation in America? Choosing Homes, Choosing Schools presents a breakthrough analysis of the new era of school choice, and what it portends for American neighborhoods. The distinguished contributors to Choosing Homes, Choosing Schools investigate the complex relationship between education, neighborhood social networks, and larger patterns of inequality. Paul Jargowsky reviews recent trends in segregation by race and class. His analysis shows that segregation between blacks and whites has declined since 1970, but remains extremely high. Moreover, white families with children are less likely than childless whites to live in neighborhoods with more minority residents. In her chapter, Annette Lareau draws on interviews with parents in three suburban neighborhoods to analyze school-choice decisions. Surprisingly, she finds that middle- and upper-class parents do not rely on active research, such as school tours or test scores. Instead, most simply trust advice from friends and other people in their network. Their decision-making process was largely informal and passive. Eliot Weinginer complements this research when he draws from his data on urban parents. He finds that these families worry endlessly about the selection of a school, and that parents of all backgrounds actively consider alternatives, including charter schools. Middle- and upper-class parents relied more on federally mandated report cards, district websites, and online forums, while working-class parents use network contacts to gain information on school quality. Little previous research has explored what role school concerns play in the preferences of white and minority parents for particular neighborhoods. Featuring innovative work from more than a dozen scholars, Choosing Homes, Choosing Schools adroitly addresses this gap and provides a firmer understanding of how Americans choose where to live and send their children to school.
