Race-Conscious Assignment Policies in Primary Education: Does the Framework of Grutter vs. Bollinger Apply to Parents Involved in Community Schools vs. Seattle School District, No. 1?

2007 ◽  
Author(s):  
David A. Simon
Keyword(s):  
School District ◽  
Primary Education ◽  
Community Schools

Moving beyond Brown: Race and Education After Parents v. Seattle School District No. 1

2011 ◽  
Vol 113 (4) ◽  
pp. 735-754 ◽  
Author(s):  
Jamel K. Donnor
Keyword(s):  
Public Schools ◽  
School District ◽  
Supreme Court ◽  
Students Of Color ◽  
Global Economy ◽  
Community Schools ◽  
Policy Makers ◽  
Educational Advancement ◽  
Quality Learning ◽  
The U.S

Background By a 5–4 margin, the U.S. Supreme Court in Parents Involved in Community Schools v. Seattle School District No. 1 declared that voluntary public school integration programs were unconstitutional. Citing the prospective harm that students and their families might incur from being denied admission to the high school of their choice, the Supreme Court declared that the plaintiffs, Parents Involved in Community Schools (PICS), had a valid claim of injury by asserting a interest in not being forced to compete for seats at certain high schools in a system that uses race as a deciding factor in many of its admissions decisions. Purpose The goal of the article is to discuss how conceptions of harm and fairness as articulated in Parents Involved in Community Schools v. Seattle School District No. 1 privilege the self-interests of White students and families over the educational needs of students of color. Research Design This article is a document analysis. Conclusions By referencing the Brown v. Board of Education of Topeka decision of 1954 (Brown I) to buttress its decision, the U.S. Supreme Court has determined that programmatic efforts to ensure students of color access to quality learning environments are inherently ominous. The dilemma moving forward for policy makers and scholars concerned with the educational advancement of students of color is not to develop new ways to integrate America's public schools or reconcile the gaps in the Supreme Court's logic, but rather to craft programs and policies for students of color around the human development and workforce needs of the global economy.

Charlotte

2018 ◽  
Vol 99 (5) ◽  
pp. 38-38
Author(s):  
Frank Walter
Keyword(s):  
School District ◽  
Graduation Rates ◽  
Low Income ◽  
Community Schools ◽  
Low Income Families

North Carolina’s Charlotte-Mecklenburg School District experienced a significant improvement in its graduation rates for students from low-income families — from just 52% in 2009 to 85.2% in 2016 — which has been credited to the district’s shift to community schools.

Parents Involved in Community Schools v. Seattle School District No. 1

2009 ◽  
Vol 41 (5) ◽  
pp. 529-543 ◽  
Author(s):  
William E. Thro ◽  
Charles J. Russo
Keyword(s):  
School District ◽  
Community Schools

Leadership in a Fiscally Distressed School District: The Case of Daly City Schools

2019 ◽  
Vol 22 (3) ◽  
pp. 57-69
Author(s):  
Joshua R. Zender ◽  
Chad R. Lochmiller
Keyword(s):  
School District ◽  
Educational Leaders ◽  
Community Schools ◽  
Fiscal Crisis ◽  
The Political ◽  
Public School District ◽  
Political Consequences ◽  
Reduction In Force ◽  
City Community ◽  
City Schools

This case positions the reader as the superintendent of Daly City Community Schools (DCCS), a mid-sized public school district located in the Midwestern United States facing a fiscal crisis. The case requires the reader to propose fiscal alternatives to a school board. For example, the case might invite the reader to consider the appointment of an emergency financial manager, implement a “reduction in force” strategy, or declare Chapter 9 bankruptcy as part of an overarching plan to achieve fiscal stability. Through the case experience, students will become familiar with the actions available to educational leaders working within a fiscally distressed school district, as well as the political consequences that these actions have for a variety of stakeholders.

Districts embrace the community to benefit all students

2018 ◽  
Vol 99 (5) ◽  
pp. 25-30
Author(s):  
Patricia Weinzapfel
Keyword(s):  
Public Schools ◽  
School District ◽  
Organizational Structure ◽  
Community Support ◽  
Community Schools ◽  
Traditional School ◽  
Policies And Procedures ◽  
School Corporation ◽  
Change Leaders

Moving from a traditional school district to one that embraces a community schools model requires fundamental shifts in organizational structure and practices. Evansville Vanderburgh School Corporation in southern Indiana and Vancouver Public Schools in Vancouver, Wash., are two districts that have navigated this change. Leaders from those districts describe their efforts to learn from data, build community support and staff buy in, leverage assets, build infrastructure, develop policies and procedures, and plan for sustaining their initiative.

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