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A Practical End to Racial Diversity in Schools


by Claire Smrekar — July 16, 2007

This commentary reviews the legal and policy implications of the recent Supreme Court rulings on race-based student assignment plans. The author rejects all remedies suggested by the Court and calls for new commitment to re-thinking the intersection of race and residential segregation.


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Cite This Article as: Teachers College Record, Date Published: July 16, 2007
http://www.tcrecord.org ID Number: 14549, Date Accessed: 10/18/2017 1:45:57 AM

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About the Author
  • Claire Smrekar
    Vanderbilt University
    E-mail Author
    CLAIRE SMREKAR is an Associate Professor of Public Policy and Education at Vanderbilt University. She received her doctorate in Educational Administration and Policy Analysis from Stanford University in 1991. Dr. Smrekar has conducted qualitative research studies related to the social context of education and public policy, with specific reference to family-school-community interactions in traditional public, private, and choice schools. Her current research involves a study of school and neighborhood effects associated with school choice and race-neutral student assignment plans. A Nashville-based pilot project currently underway focuses upon the intersection of public housing reform and neighborhood schools. Professor Smrekar is the author of two books: The Impact of School Choice and Community: In the Interest of Families and Schools (1996), Albany: State University of New York (SUNY) Press and; School Choice in Urban America: Magnet Schools and the Pursuit of Equity, with E. Goldring, (1999), New York: Teachers College Press. She is also the lead author on a report that examines the social s and academic structures in Department of Defense-managed schools (The March Toward Excellence), published by the National Education Goals Panel (2001).
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