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School Choice and Diversity: What the Evidence Says


reviewed by Patricia Alvarez McHatton March 07, 2006

coverTitle: School Choice and Diversity: What the Evidence Says
Author(s): Janelle T. Scott
Publisher: Teachers College Press, New York
ISBN: 0807745995, Pages: 181, Year: 2005
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The issue of school choice looms large in the current educational climate. Viewed as an anathema or panacea in the quest for providing equity of education to all students, the effects of choice options, often complex and varied, require equally complex, varied, and critical analysis. School choice is touted as a method for empowering parents in their quest for a quality education for their child, with an emphasis on students who are most often marginalized, disenfranchised, or labeled low performing—in other words, students of color and/or who are poor. The outcome of the confluence of the choice movement and deregulation of court ordered desegregation is yet to be determined. This text provides a compilation of research by multiple authors that seeks to answer the question: “Under which contexts and conditions does school choice increase or decrease student diversity?” (p. 7). The book is divided into two sections. The first part of... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: March 07, 2006
http://www.tcrecord.org ID Number: 12342, Date Accessed: 9/20/2017 3:32:19 AM

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About the Author
  • Patricia McHatton
    University of South Florida
    E-mail Author
    PATRICIA ALVAREZ MCHATTON is an assistant professor at the University of South Florida, Special Education Department. Her research interests include teacher preparation, intercultural awareness and competency, experiential learning, and school experiences of marginalized youth with a focus on Latinas.
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