Overview

From the Courtroom to the Classroom examines recent developments pertaining to school desegregation in the United States. As the editors note, it comes at a time marked by a general downplaying of race and ethnicity as criteria for the allocation of public resources, as well as a weakening of the political forces that support busing to achieve racial integration. The book fills a growing need for a full-scale assessment of this recent history and its effect on schools, children, and communities.

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9781934742211

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From the Courtroom to the Classroom deepens our insights about the causes of racial isolation and the associated difficulty of achieving excellence in schools across society. It reviews and illuminates options for public policy and private behavior but offers no easy answers. It helps us respect the past, understand the present, and imagine possible futures. It presses us to clarify and fulfill our generation s responsibility for this part of the journey away form racial isolation and toward racial justice, social equality, and academic excellence. From the forward by Ronald F. Ferguson, faculty cochair and director of the Achievement Gap Initiative, Harvard University In an era of unitary status, color-blind school-choice policy, and a Supreme Court with four justices who argue that the creation of racially diverse schools is not a compelling state interest, we need more than ever the insights into separate and unequal schools found in From the Courtroom to the Classroom. Amy Stuart Wells, professor, Department of Sociology and Education, Teachers College, Columbia University This book offers important assessments of recent school desegregation strategies and asks whether they have fulfilled the constitutional requirement to establish justice and promote the general welfare. It is an important contribution to our assessment of the ongoing legacy of Brown v. Board of Education, which many scholars feel was the most significant U.S. Supreme Court case of the twentieth century. Charles V. Willie, Charles W. Eliot Professor of Education, Emeritus, Graduate School of Education, Harvard University

In an era of unitary status, color-blind school-choice policy, and a Supreme Court with four justices who argue that the creation of racially diverse schools is not a compelling state interest, we need more than ever the insights into separate and unequal schools found in From the Courtroom to the Classroom. Amy Stuart Wells, professor, Department of Sociology and Education, Teachers College, Columbia University

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Claire E. Smrekar is an associate professor of public policy and education at Peabody College, Vanderbilt University, USA and an investigator with the National Center on School Choice. Her work involves qualitative research studies related to the social context of education and public policy, with specific reference to the impact of desegregation plans and choice policy on families, schools, and neighborhoods. Ellen B. Goldring is Patricia and Rodes Hart Professor of Education Policy and Leadership and chair of the Department of Leadership, Policy, and Organizations at Vanderbilt University, USA. Ronald F. Ferguson is the faculty cochair and director of the Achievement Gap Initiative at Harvard University, USA and the founder and director of the Tripod Project for school improvement.

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