Printer Friendly

Settle for Segregation or Strive for Diversity? A Defining Moment for Maryland's Public Schools.

ERIC Descriptors: School Desegregation; School Segregation; Racial Segregation; Magnet Schools; Counties; Educational History; Busing; Hispanic American Students; African American Students; White Students; Public Schools; Enrollment; Low Income Groups; Racial Composition; Urban Schools; State Legislation; Federal Legislation; Equal Education

To read the full text of this article, click here: http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED541831

Maryland, as one of 17 states that had de jure segregation, has an intense history of school segregation. Following the 1954 Brown decision, school districts across the state employed various methods to desegregate their schools, including mandatory busing in Prince George's County, magnet schools in Montgomery County, and a freedom of choice plan in Baltimore. Although the districts made some progress in desegregating their schools, after plans that had the explicit goal of decreasing segregation ended, many of the schools in Maryland again reached high levels of segregation. This report investigates trends in school segregation in Maryland over the last two decades by examining concentration, exposure, and evenness measures by both race and class. After exploring the overall enrollment patterns and segregation trends at the state level, this report turns to the Baltimore-Washington CMSA to analyze similar measures of segregation. Given the trends presented in this report, it is likely that segregation will continue to intensify if nothing is done to address it. Having already reached high levels of segregation for the state's students of color, it is necessary that Maryland now take steps to reverse these trends by being proactive in addressing the segregated nature of its public schools. Appended are: (1) Additional Data Tables; and (2) Data Sources and Methodology. (Contains 32 tables, 20 figures and 83 footnotes.) [Foreword by Gary Orfield. This paper was written with Greg Flaxman, John Kucsera, and Genevieve Siegel-Hawley.]

COPYRIGHT 2013 U.S. Department of Education
No portion of this article can be reproduced without the express written permission from the copyright holder.
Copyright 2013 Gale, Cengage Learning. All rights reserved.

Article Details
Printer friendly Cite/link Email Feedback
Author:Ayscue, Jennifer B.
Publication:ERIC: Reports
Article Type:Report
Geographic Code:1USA
Date:Apr 1, 2013
Words:349
Previous Article:Professional Problems Experienced by Information Technology Teachers and Suggested Solutions: Longitudinal Survey.
Next Article:Weblogs: An Alternative Solution in Improving High School Students' Writing Skill.
Topics:

Terms of use | Privacy policy | Copyright © 2019 Farlex, Inc. | Feedback | For webmasters