DIVERSITY IN SCHOOLS-FRONT COVER

DIVERSITY IN SCHOOLS

CONTENTS

ABOUT THE EDITORS-IN-CHIEF

ABOUT THE VOLUME EDITORS

ABOUT THE CONTRIBUTORS

INTRODUCTION

DIVERSITY AND QUALITY EDUCATION

DESEGREGATION

INSTRUCTION

Curriculum

Personnel

Title I and Race to the Top Programs

Support Services

EDUCATIONAL EQUITY

Educational Funding

CONCLUSION

Further Readings and Resources

Court Cases and Statutes

1. Should the Courts Be the Primary Focus in Efforts to Achieve Desegregation?

OVERVIEW: Frank Brown, University of North Carolina at Chapel Hill

POINT: Richard C. Hunter University of Illinois at Urbana-Champaign and Bahrain Teachers College, University of Bahrain, Kingdom of Bahrain

THE BROWN DECISIONS

OTHER IMPORTANT SCHOOL DESEGREGATION CASES

RETREATING FROM BROWN

PROSPECTS FOR THE FUTURE

THE AUTHOR’S POSITION

CONCLUSION

REBUTTAL STATEMENT

COUNTERPOINT: E. Lincoln James and Paul E. Pitre Washington State University

GENERAL BACKGROUND: THE FIGHT FOR EQUALITY AND SCHOOL DESEGREGATION

THE COURTS, CIVIL RIGHTS, AND THE ESEA

THREE DIFFERENT KINDS OF DECISIONS IN THE HISTORY OF EDUCATION DESEGREGATION

CONCLUSION

Further Readings and Resources

Court Cases and Statutes

2. Are Multicultural Counseling Programs in Schools Needed to Improve the Academic Performance of Students?

OVERVIEW: Saran Donahoo Southern Illinois University Carbondale

POINT: Deneia M. Thomas Eastern Kentucky University Lynda Brown Wright University of Kentucky

THE RATIONALE FOR MULTICULTURAL COUNSELING PROGRAMS

MULTICULTURAL TRAINING MODELS

The Separate Course Model

The Integration or Infusion Model

The Area of Concentration Model

Combining Approaches

ADDRESSING RACIAL PREJUDICE

RESPONSE TO COUNTERPOINT

COUNTERPOINT: Jennifer L. Burris, Katrina A. R. Akande, and Sonja M. Feist-Price University of Kentucky

EFFECTIVENESS OF SCHOOL COUNSELING PROGRAMS

BROADER ISSUES IMPACTING THE EFFICACY OF MULTICULTURALLY BASED PROGRAMS

The Danger of Overlooking Issues Not Related to Race/Ethnicity?

Political Agendas

Postmodernism and Cultural Relativism

CRITIQUES OF RESEARCH METHODOLOGY

CONCLUSION

Further Readings and Resources

3. Are Traditional University Preparation Programs the Best Way to Prepare Teachers and Administrators to Teach Diverse Student Populations?

OVERVIEW: Frank Brown University of North Carolina at Chapel Hill

POINT: Martin Scanlan Marquette University

DEMOGRAPHIC IMPERATIVE

PROFESSIONALIZATION OF THE FIELD

Educators as Professionals

INSTITUTES OF HIGHER EDUCATION

Reforming the Field: Cultivating Expertise

CONCLUSION

COUNTERPOINT: Carl Byron Keys, II University of Virginia

DWELLING IN A BYGONE ERA

ENGAGING IN PRACTICES THAT CANNOT BE TOLERATED

LACK OF WILL AND CONSIDERABLE INERTIA

Further Readings and Resources

4. Can Race to the Top and Related Programs Improve Underperforming Schools?

OVERVIEW: Frank Brown University of North Carolina at Chapel Hill

POINT: William J. Miller Southeast Missouri State University

THE RACE TO THE TOP PROGRAM

THE GOALS OF RACE TO THE TOP

Design and Implementation of Rigorous Standards and High Quality Assessments

Attracting and Retaining Great Teachers and Administrators for K–12 Classrooms

Supporting Data Systems That Holistically Inform Decisions

Finding Innovative and Effective Approaches to Turn Around Struggling Schools

Synthesis

THE RACE TO THE TOP PROCESS

RACE TO THE TOP EFFECTS

WHY IT CAN WORK

COUNTERPOINT: Muhammad Khalifa and Nimo Abdi Michigan State University

BACKGROUND ON PROGRAMS

UNDERSTANDING THE CONTEXT OF RACE TO THE TOP

POSITIVE RESULTS, PLEASE?

EXPANDING INEQUITY

FINAL CONSIDERATIONS OF RACE TO THE TOP

Teacher Autonomy/Expected Results

Culturally Relevant Pedagogy

PURPOSE OF SCHOOLS?

Further Readings and Resources

Court Cases and Statutes

5. Is Aid to Schools Under Title I the Best Way to Close the Achievement Gap Between Students Who Are Economically Disadvantaged and Those Who Are Not?

OVERVIEW: Frank Brown University of North Carolina at Chapel Hill

POINT: Paul E. Pitre and E. Lincoln James Washington State University

POVERTY AND THE ACHIEVEMENT GAP

TYPES OF AID PROVIDED BY TITLE I

AREAS OF IMPROVEMENT FOR TITLE I

COUNTERPOINT: James E. Lyons University of North Carolina at Charlotte

PROGRESS TOWARD CLOSING THE GAP

CONCLUSION

RESPONSE TO POINT ESSAY

Further Readings and Resources

Court Cases and Statutes

6. Is Aid to Schools Under Title I an Appropriate Strategy for Closing the Achievement Gap Between Minority and Majority Students?

OVERVIEW: Frank Brown University of North Carolina at Chapel Hill

POINT: Richard C. Hunter University of Illinois at Urbana-Champaign and Bahrain Teachers College, University of Bahrain, Kingdom of Bahrain Clare Beckett-McInroy Bahrain Teachers College, University of Bahrain, Kingdom of Bahrain

FEDERAL PROGRAMS AND THE ACHIEVEMENT GAP

ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965

HAS THE ACHIEVEMENT GAP CLOSED?

WHITE–HISPANIC ACHIEVEMENT GAP

CONCLUSION

REBUTTAL

COUNTERPOINT: James E. Lyons University of North Carolina at Charlotte

THE MINORITY–WHITE STUDENT ACHIEVEMENT GAP

AN UNCERTAIN FUTURE

IMPEDIMENTS TO THE SUCCESS OF TITLE I

Inadequate Funding

Deserving Students Not Served

Increasing Percentage of Poor Students

Weak and Inexperienced Teachers

Segregated Schools

Instructional Capacity of Schools

CONCLUSION

REBUTTAL

Further Readings and Resources

Court Cases and Statutes

7. Given School Dropout Rates, Especially Among Poor and Minority Students, Should College Attendance Be the Norm for All U.S. Students?

OVERVIEW: Richard C. Hunter University of Illinois at Urbana-Champaign and Bahrain Teachers College, University of Bahrain, Kingdom of Bahrain

POINT: Saran Donahoo Southern Illinois University Carbondale

DROPPING OUT

THE NEED FOR POSTSECONDARY TRAINING

Quality of Life

Employability

Employment Options

Earnings Potential

STRIVING FOR MORE EDUCATED MINORITY AND LOW-INCOME YOUTH

REBUTTAL

COUNTERPOINT: Valerie Hill-Jackson, Brandon Fox, and Rachel Jackson Texas A&M University Marlon C. James Loyola University Chicago

THE REAL CAUSES OF THE DROPOUT DILEMMA

CAREER AND TECHNICAL EDUCATION AS AN OPTION FOR UNDERSERVED LEARNERS

Resistance to CTE for the Underserved

RESPONSE TO POINT ESSAY

CONCLUSION

Further Readings and Resources

Court Cases and Statutes

8. Does Incorporating Elements from Popular Culture, Such as Hip-Hop, on School Campuses Help Public Schools Serve Diverse Student Populations?

OVERVIEW: Saran Donahoo Southern Illinois University Carbondale

POINT: Latish Reed University of Wisconsin–Milwaukee Natalie A. Tran California State University, Fullerton Christopher N. Thomas University of San Francisco

WHY HIP-HOP IN EDUCATION?

RESPONDING TO COUNTERPOINT ESSAY

COUNTERPOINT: Dana Griffin University of North Carolina at Chapel Hill

ADDRESSING ARGUMENTS FOR USING POPULAR CULTURE

Argument 1

Argument 2

CONCLUSION

RESPONSE TO POINT ESSAY

Further Readings and Resources

9. Should All Forms of Ability Grouping Be Eliminated in Schools?

OVERVIEW: Saran Donahoo Southern Illinois University Carbondale

POINT: Tiffany R. Wheeler Transylvania University

HISTORY OF ABILITY GROUPING AND TRACKING

THE CASE AGAINST ABILITY GROUPING

ALTERNATIVES TO ABILITY GROUPING

RESPONSE TO COUNTERPOINT ESSAY

CONCLUSION

COUNTERPOINT: Deborah A. Harmon Eastern Michigan University

ABILITY GROUPING

Types of Ability Grouping

TRACKING

ELIMINATION OF ABILITY GROUPING

RESPONSE TO POINT ESSAY

Further Readings and Resources

10. Do Current Funding Structures and Districting Criteria of Public Education Marginalize Ethnic and Racial Minority Students?

OVERVIEW: Frank Brown University of North Carolina at Chapel Hill

POINT: Robert C. Knoeppel Clemson University

STATE EDUCATION FUNDING

THE CURRENT CONTEXT OF EDUCATION

MARGINALIZATION AS A RESULT OF FUNDING INADEQUACY

MARGINALIZATION AS A RESULT OF WEIGHTING BIAS

THE FUTURE OF EDUCATION FINANCE

COUNTERPOINT: Enid Beverley Jones Professor Emeritus

SCHOOL FUNDING

COURTS’ ATTEMPTS AT LEVELING THE FIELD

Western Region

Southern Region

Midwest

Northeast

CONCLUSION

Further Readings and Resources

Court Cases and Statutes

11. Are English-Only Models the Most Appropriate Means for Teaching English to English Language Learners?

OVERVIEW: Saran Donahoo, Southern Illinois University Carbondale

POINT: Linwood J. Randolph, Jr.Chapel Hill-Carrboro (North Carolina) City Schools Xue Lan Rong University of North Carolina at Chapel Hill

TEACHING ENGLISH ONLY

POLITICAL OPPOSITION TO BILINGUAL EDUCATION

PEDAGOGICAL AND OTHER OPPOSITIONS

RESPONSE TO COUNTERPOINT ESSAY

COUNTERPOINT: Patrice Preston-Grimes and Wendy W. Amato University of Virginia

SECOND LANGUAGE ACQUISITION

INSTRUCTION

DECISION MAKING AND LANGUAGE PROGRAM SELECTION

RECOMMENDATIONS FOR ELL INSTRUCTION

RESPONSE TO POINT ESSAY

What Are English-Only Classes?

Should?

Language Acquisition

Further Readings and Resources

Court Cases and Statutes

12. Should Gender Be Applied as a Diversity Criterion in Educational Programming and Placement?

OVERVIEW: Richard C. Hunter University of Illinois at Urbana-Champaign and Bahrain Teachers College, University of Bahrain, Kingdom of Bahrain

POINT: Wayne D. Lewis University of Kentucky

TITLE IX OF THE EDUCATIONAL AMENDMENTS OF 1972

HOW MUCH FURTHER DO WE HAVE TO GO?

CONCLUSION

RESPONSE TO COUNTERPOINT ESSAY

COUNTERPOINT: Cosette M. Grant Pennsylvania State University Greater Allegheny

INCLUSIVE EDUCATION AND EDUCATIONAL PROGRAMMING

IMPEDIMENTS TO INCLUSIVE EDUCATIONAL PROGRAMMING AND PLACEMENT

LIMITATIONS OF GENDER-BASED CRITERION IN EDUCATIONAL PROGRAMMING AND PLACEMENT

FURTHER ARGUMENTS TO ANTI–GENDER DIVERSITY CRITERION

CONCLUSION

Further Readings and Resources

Court Cases and Statutes

13. Is the Full-Service Community School Model for Involving Parents and Community Members From Diverse Backgrounds Useful in Furthering Equitable Educational Opportunity Among Majority-Minority School Populations?

OVERVIEW: Richard C. Hunter, University of Illinois at Urbana-Champaign and Bahrain Teachers College, University of Bahrain, Kingdom of Bahrain

POINT: Dana Griffin University of North Carolina at Chapel Hill

FULL-SERVICE COMMUNITY SCHOOL MODELS

IMPLEMENTATION ISSUES

PARTNERSHIPS

CONCLUSION

RESPONSE TO COUNTERPOINT

COUNTERPOINT: Natalie A. Tran and Miguel Zavala California State University, Fullerton

IMPLEMENTATION

EXPOSURE TO DIVERSE PERSPECTIVES

ACCESS TO RESOURCES

CONCLUSION

Further Readings and Resources

14. Should Pull-Out Instructional Programs Be Retained Under Title I’s Compensatory Education Provisions?

OVERVIEW: Richard C. Hunter, University of Illinois at Urbana-Champaign and Bahrain Teachers College, University of Bahrain, Kingdom of Bahrain

POINT: John A. Oliver and Miguel A. Guajardo Texas State University–San Marcos

SANKOFA: A BRIEF HISTORY OF TITLE I

DISCUSSION OF THE ISSUE

IMPACT OF GOOD INTENTIONS

CONCLUSION

RESPONSE TO COUNTERPOINT ESSAY

COUNTERPOINT: Latish Reed University of Wisconsin–Milwaukee

INTENT OF TITLE I

CHALLENGES

REALLOCATION

CONCLUSION

RESPONSE TO POINT ESSAY

Further Readings and Resources

Court Cases and Statutes

15. Should Gender-Based Student Loan Forgiveness Be Used to Increase the Percentage of Male Teachers and Administrators in Public Schools?

OVERVIEW: Saran Donahoo Southern Illinois University Carbondale

POINT: Paul Green University of California, Riverside

TEACHER DIVERSITY GAP

CLOSING THE TEACHER DIVERSITY GAP

RECRUITMENT AND RETENTION

COUNTERPOINT: Mona Bryant-Shanklin Norfolk State University

LOAN FORGIVENESS BASED ON GENDER

Precedent

Teacher Quality

Ethical Question

Teacher Gender and Child Advantage

Male Teachers and Retention

CONCLUSION

Further Readings and Resources

Court Cases and Statutes

INDEX