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Hope and Despair in the American City: Why There Are No Bad Schools in Raleigh


reviewed by Eva Foldes Travers October 26, 2009

coverTitle: Hope and Despair in the American City: Why There Are No Bad Schools in Raleigh
Author(s): Gerald Grant
Publisher: Harvard University Press, Cambridge
ISBN: 0674032942, Pages: 240, Year: 2009
Search for book at Amazon.com

The Milliken decision that struck down a metropolitan desegregation plan in Detroit was the beginning of the end of legal efforts to desegregate American schools. In Hope and Despair in the American City: Why there are no bad schools in Raleigh, Gerald Grant makes a compelling argument that the residential segregation that characterizes virtually all urban districts and their suburbs leaves inner city students in schools isolated by race/ethnicity and social class. The twin goals of desegregation and equal educational opportunity thus are largely unattainable. Based on extensive field research in Raleigh/Wake County, North Carolina, which he describes as the rare example of a district where true integration and educational achievement have occurred, and Syracuse, New York, which he describes as a typical example of a district that fails it students, Grant skillfully analyzes why the educational outcomes in these two cities differ so significantly.   Grant's book is a welcome addition... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: October 26, 2009
http://www.tcrecord.org ID Number: 15812, Date Accessed: 12/12/2017 9:19:52 AM

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About the Author
  • Eva Travers
    Swarthmore College
    EVA TRAVERS is a Professor Emeritus, Swarthmore College. At Swarthmore, she taught Urban Education and Educational Policy and for over twenty years was Chair of the Program in Education, later Department of Educational Studies. She was a Senior Research Consultant at Research For Action, a nonprofit educational research organization that has done extensive research on School District of Philadelphia. Her research has focused on urban education, teacher education/quality, and civic education in Hungary. Currently she is completing a longitudinal study of women's personal and political development that she began when the women were high school juniors in 1970.
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