School Desegregation School Choice And Changes In Residential Location Patterns By Race

This Handbook collects a set of academic and accessible chapters to address three questions: What should real estate economists know about macroeconomics? What should macroeconomists know about real estate? What should readers know about the interaction between real estate and macroeconomics?

This book covers the main aspects of regional and urban economics and presents state-of-the-art theories in a comprehensive and concise way. The book will be of interest to undergraduates in business and economics and covers specific areas such as real estate, urban and regional planning and geography and development studies.

Yesterday, Today, and Tomorrow provides a compelling analysis of the forces and choices that have shaped the trend toward the resegregation of public schools. By assembling a wide range of contributors—historians, sociologists, economists, and education scholars—the editors provide a comprehensive view of a community’s experience with desegregation and economic development. Here we see resegregation through the lens of Charlotte, North Carolina, once a national model of successful desegregation, and home of the landmark Swann desegregation case, which gave rise to school busing. This book recounts the last forty years of Charlotte’s desegregation and resegregation, putting education reform in political and economic context. Within a decade of the Swanncase, the district had developed one of the nation’s most successful desegregation plans, measured by racial balance and improved academic outcomes for both black and white students. However, beginning in the 1990s, this plan was gradually dismantled. Today, the level of resegregation in Charlotte has almost returned to what it was prior to 1971. At the core of Charlotte’s story is the relationship between social structure and human agency, with an emphasis on how yesterday’s decisions and actions define today’s choices.

The past decade has been characterized by a burgeoning interest in new concepts of individual and social well-being. The impetus for this new research has stemmed from increased demand from policy makers and civil society for measures of progress that go beyond the traditional measures of GDP, as well as improved datasets allowing individuals and households to be tracked over their life course. The aim of this Handbook is to chart these developments and provide extensive surveys of many of the recent themes that have emerged in the research literature. Some of the topics addressed include poverty. relative deprivation and satisfaction, economic insecurity, social exclusion and inequality, income and social polarization, and social fractionalization and diversity. Each topic is first analyzed from a theoretical perspective, followed by detailed empirical discussion.

After the assassinations of President John F. Kennedy and Dr. Martin Luther King, President Lyndon Johnson took the country in another direction when he signed the 1965 Elementary and Secondary Education Act with his first teacher, Kathryn Deadrich, by his side. She had watched her students thrive under her loving guidance and was invited to dinners, as a respected member of her students families. The petite, vivacious Ms. Deadrich did her job well, unimpeded by the government. From 1946, Congress had failed to inject curriculum into classrooms. But, where government and education met, at the passage gate of the Federal Reserve, an unholy alliance was forged. In 1983, the damage report was published in A Nation at Risk, which quantified the loss of literacy and critical thinking skills as an act of war. There was a desperate search for answers. In KRONOS, the answers are revealed in a battle without time. A teacher/journalist exposes a monstrous Federal Reserve that took down education and committed other heinous acts in this historic thriller filled with international intrigue.

Resegregation as Curriculum offers a compelling look at the formation and implementation of school resegregation as contemporary education policy, as well as its impact on the meaning of schooling for students subject to such policies. Working from a ten-year study of a school district undergoing a process of resegregation, Rosiek and Winslow examine the ways this "new racial segregation" is rationalized and the psychological and sociological effects it has on the children of all races in that community. Drawing on critical race theory, agential realism, and contemporary pragmatist semiotics, the authors expose how these events functioned as a hidden curriculum that has profound repercussions on the students’ identity formation, self-worth, conceptions of citizenship, and social hope. This important account of racial stratification of educational opportunity expands our understanding of the negative consequences of racial segregation in schools and serves as a critical resource for academics, educators, and experts who are concerned about the effects of resegregation nationwide.