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E-Lecture #1: Segregation and Desegregation in American Schools

E-Lecture #1: Segregation and Desegregation in American Schools. Framing Questions (from syllabus):. How segregated were American schools in the past, and how segregated are they today, especially in urban areas? What explains these patterns?

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E-Lecture #1: Segregation and Desegregation in American Schools

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  1. E-Lecture #1:Segregation and Desegregation in American Schools

  2. Framing Questions (from syllabus): • How segregated were American schools in the past, and how segregated are they today, especially in urban areas? What explains these patterns? • What relationships exist between school segregation, on the one hand, and educational quality and equality, on the other? • How have people over time tried to address these relationships, and what are the costs and benefits of each approach? • How should the answers to these questions influence our work as urban educators?

  3. How segregated were American schools in the past, and how segregated are they today?

  4. Pause and think: Is the American school-age population: • Mostly white (>80%)? • Majority white (>50%)? • Plurality white, but no majority group?

  5. Pause and think: Is the American school-age population: • Mostly white (>80%)? • Majority white (>50%)? • Plurality white, but no majority group? Orfield and Lee (2006)

  6. Percentage of Public School Enrollment by Race/Ethnicity • 2006 • Whites 57% • Blacks 17% • Hispanics 21% • Other 6%

  7. Percentage of Public School Enrollment by Race/Ethnicity • 19682006 • Whites 80%57% • Blacks 14%17% • Hispanics 5%21% • Other 1%6%

  8. Pause and think: Do you predict that American schools today are overall more, less, or equally segregated than they were in 1970? How about than they were in 1990? • Percentage of Public School Enrollment by Race/Ethnicity • 19682006 • Whites 80%57% • Blacks 14%17% • Hispanics 5%21% • Other 1%6%

  9. 10 of top 15 states not in South Orfield and Lee (2006)

  10. Orfield and Lee (2006)

  11. Orfield and Lee (2006)

  12. Orfield and Lee (2006)

  13. Pause and think: Based on your readings for today and prior knowledge from other sources, what do you think accounts for these patterns?

  14. “The distinction between de jure and de facto segregation is actually much less clear than the courts have made it seem. Segregation resulted in part from political choices such as zoning rules, public agency mortgage guidelines, highway location decision, mass transit access, and above all from school district boundaries and the placement of schools.” (Hochschild and Scovronick 2003: 37)

  15. Two possible causes (or results?) • Residential segregation patterns • Court cases and judicial decisions at the state and federal level How segregated were American schools in the past, and how segregated are they today, especially in urban areas? What explains these patterns?

  16. Residential Segregation Patterns

  17. Residential Segregation Patterns in NYC and LA—A Longitudinal View: Social Explorer: NYC 1910-2000 (African-American population) NYC 1910-2000 (White population) LA 1940-2000 Explore 2010 data on your own, thanks to the NYTimes Data Graphics team. Use the zoomable maps to look at any level from your own zip code to the US as a whole: http://projects.nytimes.com/census/2010/explorer?hp

  18. Racial/Ethnic Residential Segregation in Boston, 2000 The Boston Foundation Indicators Project

  19. The Boston Foundation Indicators Project

  20. The Boston Foundation Indicators Project

  21. The Boston Foundation Indicators Project

  22. The Boston Foundation Indicators Project

  23. Key State and FederalJudicial Decisions

  24. School Segregation: Key Court Cases Roberts v. Boston (1850) Massachusetts Supreme Court Decided: Segregated schools in Boston were legal

  25. School Segregation: Key Court Cases Plessy v. Ferguson (1896) Roberts v. Boston (1850) US Supreme Court Decided: 14th Amendment permitted “separate but equal” public accommodations: “Laws permitting, and even requiring their separation [of races]… do not necessarily imply the inferiority of either race to the other…”

  26. School Segregation: Key Court Cases State and federal courts: local, district, appelate, supreme Challenged equality of segregated black hospitals, schools (esp. higher ed), salary structures, other public services, as compared to white counterparts Deliberate strategy to get inequality (in practice, not in theory) of segregated accommodations established in legal precedents Plessy v. Ferguson (1896) Roberts v. Boston (1850) NAACP-led court cases (1920s-1950s)

  27. School Segregation: Key Court Cases Mendez v. Westminster (1947) Plessy v. Ferguson (1896) 9th Circuit Court of Appeals (led by Earl Warren) Holds that segregated Mexican-American schools in CA are unconstitutional Paves way for legislative desegregation of all schools, including black, Mexican-American, and white schools Roberts v. Boston (1850) NAACP-led court cases (1920s-1950s)

  28. School Segregation: Key Court Cases US Supreme Court BROWN 1: “Segregation of white and colored children in public schools has a detrimental effect upon the colored children. The impact is greater when it has the sanction of the law, for the policy of separating the races is usually interpreted as denoting the inferiority of the Negro group...Any language in contrary to this finding is rejected. We conclude that in the field of public education the doctrine of ‘separate but equal’ has no place. Separate educational facilities are inherently unequal.” (Unanimous decision, written by Earl Warren) Mendez v. Westminster (1947) Plessy v. Ferguson (1896) Roberts v. Boston (1850) NAACP-led court cases (1920s-1950s) Brown v. Board of Education 1 and 2 (1954, 1955)

  29. School Segregation: Key Court Cases US Supreme Court BROWN 2: “[T]he courts will require that the defendants make a prompt and reasonable start toward full compliance with our May 17, 1954, ruling...Once such a start has been made, the courts may find that additional time is necessary to carry out the ruling in an effective manner...” Schools/districts must begin working towards integrating “with all deliberate speed.” Mendez v. Westminster (1947) Plessy v. Ferguson (1896) Roberts v. Boston (1850) NAACP-led court cases (1920s-1950s) Brown v. Board of Education 1 and 2 (1954, 1955)

  30. School Segregation: Key Court Cases The Coleman Report (1966) “[V]ariations in the facilities and curriculums of the schools account for relatively little variation in pupil achievement.” “[I]t appears that a pupil’s achievement is strongly related to the educational background and aspirations of the other students in the school.” (Included in your course pack) Mendez v. Westminster (1947) Plessy v. Ferguson (1896) Roberts v. Boston (1850) NAACP-led court cases (1920s-1950s) Brown v. Board of Education 1 and 2 (1954, 1955)

  31. School Segregation: Key Court Cases Swann v. Charlotte-Mecklenburg Board of Ed (1971) Mendez v. Westminster (1947) Plessy v. Ferguson (1896) Roberts v. Boston (1850) NAACP-led court cases (1920s-1950s) Brown v. Board of Education 1 and 2 (1954, 1955) US Supreme Court Permits busing specifically to achieve district-wide integration

  32. School Segregation: Key Court Cases Swann v. Charlotte-Mecklenburg Board of Ed (1971) Mendez v. Westminster (1947) Plessy v. Ferguson (1896) Roberts v. Boston (1850) NAACP-led court cases (1920s-1950s) Brown v. Board of Education 1 and 2 (1954, 1955) San Antonio ISD v. Rodriguez (1973) US Supreme Court Education is not a fundamental right guaranteed by the US Constitution

  33. School Segregation: Key Court Cases Swann v. Charlotte-Mecklenburg Board of Ed (1971) Milliken v. Bradley (1974) Mendez v. Westminster (1947) Plessy v. Ferguson (1896) Roberts v. Boston (1850) NAACP-led court cases (1920s-1950s) Brown v. Board of Education 1 and 2 (1954, 1955) San Antonio ISD v. Rodriguez (1973) US Supreme Court 5-4 decision forbids the imposition of mandatory cross-district busing from Detroit to the suburbs

  34. School Segregation: Key Court Cases Swann v. Charlotte-Mecklenburg Board of Ed (1971) Milliken v. Bradley (1974) Mendez v. Westminster (1947) Plessy v. Ferguson (1896) Roberts v. Boston (1850) Milliken II (1977) NAACP-led court cases (1920s-1950s) Brown v. Board of Education 1 and 2 (1954, 1955) San Antonio ISD v. Rodriguez (1973) US Supreme Court Allows states and districts to be ordered to provide additional educational services and resources to make up for segregated schools that cannot be desegregated given district boundaries and school attendance patterns

  35. School Segregation: Key Court Cases Districts win release from court-ordered desegregation (1990s) Swann v. Charlotte-Mecklenburg Board of Ed (1971) Milliken v. Bradley (1974) Mendez v. Westminster (1947) Plessy v. Ferguson (1896) Roberts v. Boston (1850) Milliken II (1977) NAACP-led court cases (1920s-1950s) Brown v. Board of Education 1 and 2 (1954, 1955) San Antonio ISD v. Rodriguez (1973) State and federal courts, including US Supreme Court US Supreme Court allows return to neighborhood schools (1991), elimination of desegregation efforts even if integration hasn’t been achieved (1992), prioritization of local control over desegregation (1995) Dozens of districts released from court oversight and desegregation orders. Current school segregation patterns judged to be de facto results of demographic factors rather than direct results of past de jure segregation.

  36. School Segregation: Key Court Cases Districts win release from court-ordered desegregation (1990s) Swann v. Charlotte-Mecklenburg Board of Ed (1971) Milliken v. Bradley (1974) Mendez v. Westminster (1947) Plessy v. Ferguson (1896) State-level litigation strategy (2000s) Roberts v. Boston (1850) Milliken II (1977) NAACP-led court cases (1920s-1950s) Brown v. Board of Education 1 and 2 (1954, 1955) San Antonio ISD v. Rodriguez (1973) • State courts • Litigation based on right to education guaranteed by state constitutions • Focused on school financing rather than desegregation • Adequacy vs. equity arguments • Big wins in NJ, TX, NY and elsewhere.

  37. School Segregation: Key Court Cases Districts win release from court-ordered desegregation (1990s) Parents Involved v. Seattle (2006) Swann v. Charlotte-Mecklenburg Board of Ed (1971) Milliken v. Bradley (1974) Mendez v. Westminster (1947) Plessy v. Ferguson (1896) State-level litigation strategy (2000s) Roberts v. Boston (1850) Milliken II (1977) NAACP-led court cases (1920s-1950s) Brown v. Board of Education 1 and 2 (1954, 1955) San Antonio ISD v. Rodriguez (1973) US Supreme Court Rules that voluntary desegregation plans in Seattle and Louisville, KY, are unconstitutional because they take students’ race into account in determining school assignments.

  38. Which court case(s) most advanced the goal of integrating schools in the long-run? Why? Pause and think: Districts win release from court-ordered desegregation (1990s) Swann v. Charlotte-Mecklenburg Board of Ed (1971) Parents Involved v. Seattle (2006) Milliken v. Bradley (1974) Mendez v. Westminster (1947) Plessy v. Ferguson (1896) State-level litigation strategy (2000s) Roberts v. Boston (1850) Milliken II (1977) NAACP-led court cases (1920s-1950s) Brown v. Board of Education 1 and 2 (1954, 1955) San Antonio ISD v. Rodriguez (1973)

  39. Pause and think: Districts win release from court-ordered desegregation (1990s) Swann v. Charlotte-Mecklenburg Board of Ed (1971) Parents Involved v. Seattle (2006) Milliken v. Bradley (1974) Mendez v. Westminster (1947) Plessy v. Ferguson (1896) State-level litigation strategy (2000s) Roberts v. Boston (1850) Milliken II (1977) NAACP-led court cases (1920s-1950s) Brown v. Board of Education 1 and 2 (1954, 1955) San Antonio ISD v. Rodriguez (1973) Which court case(s) most harmed the goal of integrating schools in the long-run? Why?

  40. Multiple characteristics of school segregation Looking beyond just race and ethnicity, how segregated are American schools today? What relationships exist between school segregation, on the one hand, and educational quality and equality, on the other?

  41. Orfield and Lee (2006)

  42. Magnet schools Vocational schools Nield and Balfanz (2006) Philadelphia, data from 1999

  43. Nield and Balfanz (2006) Philadelphia, data from 1999

  44. Characteristics of schools serving a high concentration of poor, non-white students: Lankford et al., Table 6

  45. Pause and think: What connections exist between school segregation, structural factors, teacher quality, and student success? How might these interactions impact our work as urban educators?

  46. School Segregation and the Drop-out Crisis: Evidence from Balfanz and Legters (2004)

  47. Balfanz and Legters (2004)

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