Statement of Jennifer Comey Research Associate The Urban Institute: Performance of Students Attending District of Columbia Public Schools (DCPS), District of Columbia Public Charter School Board (PCSB) Schools, and District of Columbia Board of Education (BOE) Schools: Submitted to the Agency Performance Oversight Hearings Committee of the Whole Council of the District of Columbia

2008 ◽  
Author(s):  
Jennifer Comey
Keyword(s):  
Public Schools ◽  
School Board ◽  
Charter School ◽  
District Of Columbia ◽  
Board Of Education ◽  
Urban Institute ◽  
Research Associate

“We Can't Let Chicago Outdo Us, Can We?” Sex Education and Desegregation in New York City's Public Schools

2013 ◽  
Vol 53 (4) ◽  
pp. 335-368 ◽  
Author(s):  
Kurt Conklin
Keyword(s):  
New York ◽  
Public Schools ◽  
School Board ◽  
Sex Education ◽  
School Desegregation ◽  
Board Of Education ◽  
Biology Students ◽  
Pregnant Students ◽  
Racial Desegregation ◽  
The 1960S

Faced with demands for racial desegregation of its public schools, and grasping at half measures to appear responsive, New York City's Board of Education took action in 1967 by ending medical discharges for unwed pregnant students and authorizing the curriculum “Family Living, Including Sex Education.” Approving sex education in part to avoid action on school desegregation, Gotham's school board relied on a resolution written by a parent advocacy group in 1939—a resolution the 1939 school board had rejected following months of debate on the merits of providing instruction on mammalian reproduction for junior high biology students. By the time the Board of Education revisited the issue of sex education in the 1960s, popular understanding of sexuality and sex education had changed considerably. Yet the resolution supporting sex education, submitted by the city's United Parents' Associations (UPA), had not changed at all.

Civil Rights and the Private School Movement in Mississippi, 1964–1971

2002 ◽  
Vol 42 (2) ◽  
pp. 159-180 ◽  
Author(s):  
Michael W. Fuquay
Keyword(s):  
Public Schools ◽  
Civil Rights ◽  
Civil Rights Movement ◽  
Private School ◽  
Black Children ◽  
Board Of Education ◽  
Voting Rights Act ◽  
Massive Resistance ◽  
Housing Discrimination ◽  
Civil Rights Act

The signing of the Civil Rights Act of 1964 was heralded as a tremendous victory for the civil rights movement, the fulfillment of a decade-long struggle to enforce the Brown v. Board of Education decision. Along with measures against job and housing discrimination, the Civil Rights Act included provisions specifically designed to overcome the white South's massive resistance campaign and enforce school desegregation. Despite the continued intransigence of segregationists, these measures proved successful and white public schools across the South opened their doors to black children. With segregationists in retreat and the Voting Rights Act on the horizon, this was a time of celebration for civil rights activists. But this was not the end of the story.

To Charter or Not to Charter: What Questions Should We Ask, and What Will the Answers Tell Us?

2014 ◽  
Vol 84 (3) ◽  
pp. 341-364 ◽  
Author(s):  
Harry Brighouse ◽  
Gina Schouten
Keyword(s):  
Charter Schools ◽  
Lived Experience ◽  
School Board ◽  
Decision Maker ◽  
Charter School ◽  
School Performance ◽  
Board Member ◽  
New School ◽  
School Board Member

In this essay, Harry Brighouse and Gina Schouten outline four standards for judging whether to support the chartering of a new school within a given jurisdiction. The authors pose the following questions to a hypothetical school board member: Will the school increase equality of opportunity? Will it benefit the least-advantaged students in the jurisdiction? Will it improve the preparation of democratically competent citizens? Will it improve the quality of the daily, lived experience of the students? Brighouse and Schouten suggest that most of the evidence concerning charter school performance focuses on just the students within the schools, without addressing a charter school's effect on students who do not attend. They argue that a full evaluation requires both kinds of evidence and that these questions are the four standards that should guide both the decision maker and researchers gathering evidence on the effects of charter schools.

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