An Evaluation of the 1975-76 Hartford Project Concern Program
Author: Edward F. Iwanicki
Publisher:
Published: 1976
Total Pages: 184
ISBN-13:
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Author: Edward F. Iwanicki
Publisher:
Published: 1976
Total Pages: 184
ISBN-13:
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Publisher:
Published: 1981
Total Pages: 188
ISBN-13:
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Publisher:
Published: 1981
Total Pages: 342
ISBN-13:
DOWNLOAD EBOOKAuthor: Willis D. Hawley
Publisher: SAGE Publications, Incorporated
Published: 1981-12
Total Pages: 320
ISBN-13:
DOWNLOAD EBOOKSpecialists in the field of education, ethnic studies, and law, synthesize recent research on the desegregation process and outline relatively inexpensive steps for maximizing both educational equity and excellence. The contributors examine issues vital to decision making by judges, policy makers, educators, and parents of schoolchildren. Strategies for addressing the challenges of desegregation are suggested, and critical issues that require resolution for future policy and practices are identified.
Author: Robert L. Crain
Publisher:
Published: 1982
Total Pages: 88
ISBN-13:
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Publisher:
Published: 1980
Total Pages: 1010
ISBN-13:
DOWNLOAD EBOOKContains an inventory of evaluation reports produced by and for selected Federal agencies, including GAO evaluation reports that relate to the programs of those agencies.
Author:
Publisher:
Published:
Total Pages: 1032
ISBN-13:
DOWNLOAD EBOOKContains an inventory of evaluation reports produced by and for selected Federal agencies, including GAO evaluation reports that relate to the programs of those agencies.
Author: Sondra A. Stave
Publisher: Praeger
Published: 1995-11-20
Total Pages: 224
ISBN-13:
DOWNLOAD EBOOKFive case-studies of mid-sized Northeastern communities—Dayton, Hartford, Rochester, Trenton, and Wilmington—are used to examine and analyze school desegregation experiences. Qualities likely to encourage the peaceful achievement of racial balance are described. The study concludes that parents are most concerned about safety, educational quality, and their ability to exert influence over their children's schooling. This study describes and analyzes how five communities in the northeastern United States have addressed the subject of desegregation. Dayton, Ohio; Hartford, Connecticut; Rochester, New York; Trenton, New Jersey; and Wilmington, Delaware share the experience of having increasingly large, poor minority populations surrounded by mostly white, generally affluent suburbs. All five are similar mid-sized urban communities which have been consistently or intermittently involved with school desegregation. Historic and demographic issues, legal considerations, political, administrative, and community responsibility are explored by Stave as factors in the achievement of racial balance. Scores of interviews augment legal decisions and public documents. Stave finds that rapidly shifting populations make projections somewhat risky; however, respecting certain widely held concerns will make desegregation more likely. Parents seek a safe environment for their children and want to have a say in where their children are educated. Committed and charismatic leadership, extensive community participation, the availability of enhanced educational components to guarantee a high quality of education, cooperative city-state relations, and a metropolitan region large enough to discourage white flight are qualities likely to encourage the achievement of racial balance. An important reading for public officials and scholars involved with education policy, and urban and minority affairs.