When choice fosters inequality, can research help?
The Civil Rights Project was hired to identify barriers to equitable access in Buffalo (N.Y.) Public Schools’ criteria schools and propose solutions, which, if accepted by both parties, could resolve the civil rights violations and create more equitable access to those schools. The researchers found...
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| Veröffentlicht in: | Phi Delta Kappan 2016-12, Vol.98 (4), p.49-54 |
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| creator | Ayscue, Jennifer B. Siegel-Hawley, Genevieve Woodward, Brian Orfield, Gary |
| description | The Civil Rights Project was hired to identify barriers to equitable access in Buffalo (N.Y.) Public Schools’ criteria schools and propose solutions, which, if accepted by both parties, could resolve the civil rights violations and create more equitable access to those schools. The researchers found that students of color, low-income students, and English language learners faced barriers in four areas: information, preparation, admission criteria, and availability of choices. Researchers crafted recommendations about how to make Buffalo’s choice system fair. The school system accepted many proposed changes in its outreach and recruitment process but refused to end its reliance on test scores or expand the supply of high-achieving schools. |
| doi_str_mv | 10.1177/0031721716681777 |
| format | Article |
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| ispartof | Phi Delta Kappan, 2016-12, Vol.98 (4), p.49-54 |
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| source | Jstor Complete Legacy; Education Source; SAGE Complete |
| subjects | Access to Education Achievement Tests Admission Criteria Barriers Civil Rights Elementary Secondary Education English as a second language learning English Language Learners Equal Education High Achievement High school students High schools Inequality Low Income Minority Group Students Minority students Outreach Programs Parents Public Schools R&D Recommendations School Choice School systems Schools Scores Selective Admission Student Recruitment Teachers Universities University administration |
| title | When choice fosters inequality, can research help? |
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