The decline in the number of school districts in the U.S.: 1950?1980

Public Choice ◽  
1994 ◽  
Vol 79 (1-2) ◽  
pp. 1-18 ◽  
Author(s):  
Lawrence W. Kenny ◽  
Amy B. Schmidt
Keyword(s):  
School Districts ◽  
The U.S

The Muddled Distinction Between De Jure and De Facto Segregation

2020 ◽  
Author(s):  
Elise C. Boddie
Keyword(s):  
Public Schools ◽  
School Districts ◽  
Constitutional Law ◽  
Federal Courts ◽  
Community Schools ◽  
Jefferson County ◽  
Legal Narratives ◽  
De Jure Segregation ◽  
The Government ◽  
The U.S

In 2007, the U.S. Supreme Court in Parents Involved in Community Schools v. Seattle School District No. 1 declared unconstitutional voluntary, race-based plans to integrate public schools in Jefferson County, Kentucky and Seattle, Washington. The decisionrested on a critical distinction in constitutional law between “de jure” segregation—resulting from purposeful discrimination by the government—and “de facto” racial imbalance derived from unintentional or “fortuitous” actions by state and private entities. The Court held that de facto school districts could not voluntarily assign students to schools according to their race for purposes of promoting integration. In a vigorous dissent, Justice Breyer argued the “futility” of the de jure–de facto distinction, contending that both districts should have been afforded the constitutional flexibility to pursue voluntary remedies that address racial imbalance in their schools. This chapter takes up Justice Breyer’s dissent to explore the complicated origins of school segregation outside the South and the federal cases that adjudicated its constitutionality. Its central contribution is to recover the often confusing legal narratives about segregation in the period after Brown and how federal courts struggled to discern the constitutional boundaries between de jure and de facto discrimination. The chapter briefly describes the constitutional turns that facilitated the Court’s decision in Parents Involved, including the advent of the intent requirement in equal protection and “colorblindness” doctrine, which treats any use of race as presumptively unconstitutional, regardless of its integrative purpose.

scholarly journals Rural Exposures: An Examination of Three Initiatives to Introduce and Immerse Preservice Teachers into Rural Communities and Rural Schools in the U.S. and Australia

2019 ◽  
Vol 40 (2) ◽  
pp. 12-22 ◽  
Author(s):  
Robert Mitchell ◽  
Allison Wynhoff Olsen ◽  
Patrick Hampton ◽  
James Hicks ◽  
Danette Long ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Rural Communities ◽  
School Districts ◽  
Rural Schools ◽  
The United States ◽  
Rural School ◽  
Rural School Districts ◽  
Preparation Programs ◽  
Initial Exposure ◽  
The U.S

One ongoing challenge that educator preparation programs frequently encounter is their limited ability to authentically expose preservice teachers (PSTs) to rural schools and potential careers in rural school districts. To remedy this concern, faculty at three institutions in both the United States and Australia have developed targeted initiatives designed to provide initial exposure to rural schools, build a rural-intensive element within a practicum course, and establish rural immersion experiences for PSTs. A detailed look at the structure of these programs, a comparison of these three diverse approaches, and recommendations for the expansion and sustainability of these efforts are highlighted within this narrative. Through this comparison of activities being advanced in both countries, the authors provide a better understanding of the options and effectiveness related to initial rural school exposure.

The U.S. Local Governments and Reforms

2016 ◽  
pp. 35-50
Author(s):  
Elif Colakoglu
Keyword(s):  
School Districts ◽  
Local Governments ◽  
The United States ◽  
General Purpose ◽  
Federal States ◽  
Special Districts ◽  
Democratic Tradition ◽  
Federal Constitutional ◽  
Constitutional Republic ◽  
The U.S

The United States (the U.S.) is a federal constitutional republic governed by presidential system based on a pluralist democracy, and has a strong democratic tradition. Its government system is shaped by forms with a three-tiered structure: Federal, states, and local governments. As the lower-level administrative subdivision of the states, local governments which are named as counties, municipalities, townships, school districts, and special districts comprised by a very wide range as the numbers, characteristics and structures. While counties, municipalities and townships are general-purpose local government, school districts, and special districts are special-purpose local governments. This chapter aims to generally address the U.S. local governments' place in administrative system within the relationship among federal and federated states. Accordingly, first, their structures and forms are examined. Second, their budgets in terms of common revenues and spending are discussed. Third and final, all administrative and fiscal reforms of local governments are put forward.

The Tenth Annual Report to Congress: One More Ride on the Merry-Go-Round?

1989 ◽  
Vol 56 (1) ◽  
pp. 10-13 ◽  
Author(s):  
David Greenburg
Keyword(s):  
Public Education ◽  
School Districts ◽  
Service Delivery ◽  
Annual Report ◽  
Public Law ◽  
Education Programs ◽  
Local School ◽  
Lack Of Information ◽  
Public Education Policy ◽  
The U.S

The U.S. Department of Education's Tenth Annual Report to Congress on the Implementation of the Education of the Handicapped Act contains improvements, but most infirmities of previous reports on progress toward meeting the goals of Public Law 94–142. Major criticisms include (a) continued overdependence on reporting numbers of students without descriptions of evolutions in service delivery, and (b) a lack of information about service delivery which includes the perspective of practitioners in local school districts where the service delivery occurs. The report further prompts even more questions about the Office of Special Education Programs (OSEP) monitoring findings and reinforces the need for improved communication between local practitioners and those who form national public education policy.

The myth of de facto segregation

2019 ◽  
Vol 100 (5) ◽  
pp. 35-38
Author(s):  
Richard Rothstein
Keyword(s):  
School Districts ◽  
Supreme Court ◽  
Residential Segregation ◽  
Local State ◽  
Public Officials ◽  
The Government ◽  
The U.S

Today, our schools are more racially segregated than at any time in the last 40 years, mainly because the neighborhoods in which they are located are themselves racially segregated. Yet, the U.S. Supreme Court, in its 2007 Parents Involved ruling, prohibited school districts from implementing even modest race-conscious desegregation plans. If people of differing races live in different neighborhoods, the Court found, it is because of de facto segregation (e.g., private individuals’ choices about where to live), which the government has no power to remedy. But in fact, argues Richard Rothstein, residential segregation can be traced back to specific decisions made by public officials at the local, state, and federal levels. De facto segregation is a myth, and there’s no reason why the government shouldn’t take action to integrate schools in segregated neighborhoods.

County-level variation in geographic access to Board Certified Behavior Analysts among children with Autism Spectrum Disorder in the United States

Autism ◽  
2021 ◽  
pp. 136236132110020
Author(s):  
Marissa E Yingling ◽  
Matthew H Ruther ◽  
Erick M Dubuque ◽  
David S Mandell
Keyword(s):  
Autism Spectrum Disorder ◽  
School Districts ◽  
Civil Rights ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Behavior Analyst ◽  
Spectrum Disorder ◽  
Geographic Access ◽  
Behavior Analysts ◽  
The U.S

This study examined variation in geographic access to Board Certified Behavior Analysts for children with autism spectrum disorder. Between March and May 2019, we integrated public data from the U.S. Department of Education’s Civil Rights Data Collection, Behavior Analyst Certification Board’s certificant registry, and U.S. Census. The study sample included all U.S. counties and county equivalents in 48 states and D.C. ( N = 3108). Using geographic information systems software, we assigned Board Certified Behavior Analysts to counties based on their residence, allocated children via school districts to counties, and generated per capita autism spectrum disorder/Board Certified Behavior Analyst ratios. We calculated the Getis-Ord G* statistics for each county and each ratio and compared counties in high-ratio clusters with counties in low-ratio clusters by socioeconomic variables. More than half of all counties had no Board Certified Behavior Analysts. Counties in the highest accessibility category had ⩽17.1 children with autism spectrum disorder per Board Certified Behavior Analyst ( n = 770), while counties in the lowest accessibility category had ⩾137.1 children with autism spectrum disorder per Board Certified Behavior Analyst ( n = 12). In all, 55 of the 129 counties with the highest autism spectrum disorder prevalence had no Board Certified Behavior Analysts. Higher accessibility counties were wealthier and had smaller uninsured populations. To improve geographic access, we must identify factors driving unequal distribution that can inform provider recruitment and retention efforts in underserved areas. Lay abstract This study looked at whether access to Board Certified Behavior Analysts for children with autism spectrum disorder is different between U.S. counties. The study included all U.S. counties and county equivalents in 48 states and D.C. ( N = 3108). Between March and May 2019, we combined data from the U.S. Department of Education’s Civil Rights Data Collection, Behavior Analyst Certification Board’s certificant registry, and U.S. Census. We assigned Board Certified Behavior Analysts to counties based on their address, matched children in school districts to counties, and determined how many children with autism spectrum disorder there were in a county compared with how many Board Certified Behavior Analysts there were in a county. The results show uneven numbers of Board Certified Behavior Analysts between U.S. counties. More than half of all counties had no Board Certified Behavior Analysts. National maps illustrate clusters of high and low accessibility to Board Certified Behavior Analysts. To improve access to Board Certified Behavior Analysts in underserved areas, we must identify what contributes to the differences in access.

Voluntary integration in uncertain times

2019 ◽  
Vol 100 (5) ◽  
pp. 14-18
Author(s):  
Jeremy Anderson ◽  
Erica Frankenberg
Keyword(s):  
School Districts ◽  
Supreme Court ◽  
School Desegregation ◽  
Court Case ◽  
Board Of Education ◽  
Legal Environment ◽  
Integration Policies ◽  
Supreme Court Case ◽  
Socioeconomic Segregation ◽  
The U.S

Sixty-five years after the landmark U.S. Supreme Court case Brown v. Board of Education, the federal and judicial role in school desegregation has declined. In a more difficult political and legal environment, it has fallen on school districts to develop and implement voluntary integration plans through diversity-minded student assignment policies. In this article, Jeremy Anderson and Erika Frankenberg discuss how many and what types of voluntary integration policies currently exist in the U.S. and assess how effective they are at reducing racial and socioeconomic segregation.

The under-funding of Latinx-serving school districts

2020 ◽  
Vol 101 (6) ◽  
pp. 40-46
Author(s):  
Bruce Baker ◽  
Robert Cotto
Keyword(s):  
School District ◽  
School Districts ◽  
Child Poverty ◽  
Local Area ◽  
Quality Teachers ◽  
High Quality ◽  
Large Numbers ◽  
Competitive Disadvantage ◽  
Services And Supports ◽  
The U.S

An analysis of school district spending across the U.S. reveals 66 districts where the students face much greater needs than in surrounding districts (i.e., child poverty is more than 20% higher) but where per-pupil spending is less than 90% of the region’s average. This not only means that they have less money to spend on children who require more expensive services and supports, but it also puts them at a competitive disadvantage when it comes to hiring and retaining high-quality teachers and staff from the local area. These districts tend to be located in small to mid-size cities, and they serve disproportionately large numbers of Latinx students.

scholarly journals Lessons from a Federal Grant for School Diversity: Tracing a Theory of Change and Implementation of Local Policies

2015 ◽  
Vol 23 ◽  
pp. 83 ◽  
Author(s):  
Elizabeth DeBray ◽  
Kathryn McDermott ◽  
Erica Frankenberg ◽  
Ann Elizabeth Blankenship
Keyword(s):  
School Districts ◽  
Technical Assistance ◽  
Supreme Court Decision ◽  
Department Of Education ◽  
Theory Of Change ◽  
Successful Implementation ◽  
Federal Grant ◽  
School Diversity ◽  
City Schools ◽  
The U.S

In 2009, the U.S. Department of Education made grants to eleven school districts under the Technical Assistance for Student Assignment Plans (TASAP) program. The impetus for the program came from the Council of Great City Schools, which was concerned that school districts would respond to a recent Supreme Court decision by dismantling policies with integrative aims. We analyze the design of the TASAP program, its implementation by the USED, and how the grantee districts used the funds, and find that TASAP’s effects were mixed. Five districts represented examples of “successful” implementation, using the grant funds in ways that prioritized diversity. Six demonstrated “subverted” implementation, using funds in ways that met local needs but moved away from the diversity goal.

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