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Still Separate and Unequal: Segregation and the Future of Urban School Reform


reviewed by Terrell Lamont Strayhorn — September 25, 2007

coverTitle: Still Separate and Unequal: Segregation and the Future of Urban School Reform
Author(s): Barry A. Gold
Publisher: Teachers College Press, New York
ISBN: 0807747564, Pages: 211, Year: 2007
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Does segregation of children in public schools solely on the basis of race, even though the physical facilities and other ‘tangible’ factors may be equal, deprive the children of the minority group of equal education opportunities? We believe that it does…. In the field of public education, the doctrine of ‘separate but equal’ has no place. (Brown v. Board of Education, 1954) Recent data from the National Assessment of Educational Progress (NAEP) suggests several important trends. While there have been increases in 4th grade scores generally, success in narrowing the Black-White achievement gap has been slow and inconsistent (U. S. Commission on Civil Rights, 2004). Despite attempts to remedy this problem, disparities between Whites and Blacks persist and some studies suggest that the achievement of minorities in education is declining. Furthermore, scholars have shown that educational disparities are most pronounced amongst urban schools, which tend to enroll large numbers of minorities... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: September 25, 2007
http://www.tcrecord.org ID Number: 14618, Date Accessed: 12/13/2017 12:36:17 AM

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About the Author
  • Terrell Strayhorn
    University of Tennessee, Knoxville
    E-mail Author
    Dr. TERRELL STRAYHORN is Assistant Professor of Higher Education in the Department of Educational Psychology and Counseling and Special Assistant to the Provost at The University of Tennessee, Knoxville. His scholarly interests center on the social circumstances in which historically underrepresented populations exist, particularly focusing on factors that limit opportunity for success of African Americans in higher education. Current projects include a large-scale first-year student retention survey and two books. His work has been accepted for publication in highly-esteemed refereed journals including The Journal of Higher Education and Journal of College Student Development.
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