Exploring the Relationship Between School District Racial/Ethnic Composition and Socio-Economic Composition and School Punishment in an Era of Changing School Disciplinary Policies

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ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (125 download)

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Book Synopsis Exploring the Relationship Between School District Racial/Ethnic Composition and Socio-Economic Composition and School Punishment in an Era of Changing School Disciplinary Policies by : Gerardo V. Cuevas

Download or read book Exploring the Relationship Between School District Racial/Ethnic Composition and Socio-Economic Composition and School Punishment in an Era of Changing School Disciplinary Policies written by Gerardo V. Cuevas and published by . This book was released on 2021 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: In this dissertation, I examine the relationship between school district racial/ethnic composition, socio-economic composition, and school punishment in an era of changing school discipline policies and decreasing punishment. I draw on minority threat theory, critical race theory, and social reproduction perspectives to explore the relationships between school district racial/ethnic composition and socio-economic composition and school punishment. I utilize data from the Civil Rights Data Collection (CRDC), a nationally representative dataset of public schools and districts in the U.S., and merge it with the Funding Fairness Data and American Community Survey datasets. In Chapter 4, I examine the relationship between school district racial and ethnic composition and school punishment. I also examine whether these relationships vary by race/ethnicity. Overall, I find that school district racial composition is associated with school punishment through a curvilinear relationship that levels off. Specifically, school districts with larger Black student populations punish White, Black, and Hispanic students at higher rates. Moreover, there is evidence of racial/ethnic variation, as school districts with larger Black student populations punish Black students more than White and Hispanic students. I also find that school district ethnic composition is associated with school punishment. School districts with larger Hispanic student populations punish Hispanic students at higher rates. Furthermore, I find that change in school district racial composition is associated with school punishment. School districts with increasing Black student populations punish Black students at lower rates. I also find that change in school district ethnic composition is associated with school punishment. Specifically, school districts with increasing Hispanic student populations punish White, Black, and Hispanic students at higher rates. Moreover, there is evidence of racial/ethnic variation, as school districts with growing Hispanic student populations punish Hispanic students more than White and Black students. These findings provide more support for minority threat theory than critical race theory. In Chapter 5, I examine the relationship between school district socio-economic composition and school punishment. I also examine whether these relationships vary by race/ethnicity. Overall, I find that school district socio-economic composition is associated with school punishment. Specifically, economically disadvantaged school districts punish White, Black, and Hispanic students at higher rates than economically advantaged school districts; Advantaged school districts punish White, Black, and Hispanic students at lower rates. Moreover, there is evidence of racial/ethnic variation. Disadvantaged school districts punish Black students more than White and Hispanic students while advantaged school districts punish Black and Hispanic students more than White students. These findings provide support for social reproduction perspectives.

Narrowing the Achievement Gap in a (Re) Segregated Urban School District

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Publisher : IAP
ISBN 13 : 1607523396
Total Pages : 198 pages
Book Rating : 4.6/5 (75 download)

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Book Synopsis Narrowing the Achievement Gap in a (Re) Segregated Urban School District by : Vivian W. Ikpa

Download or read book Narrowing the Achievement Gap in a (Re) Segregated Urban School District written by Vivian W. Ikpa and published by IAP. This book was released on 2009-11-01 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: The interplay between sociopolitical forces and economic agendas becomes apparent when one examines the June 28, 2007 United States Supreme Court Decision, Parents Involved In Community Schools v. Seattle School District . In a reversal of the 1954 Brown Decision, the United States Supreme Court ruled that public schools could not use race as a factor when assigning children to public schools. Given demographic shifts, globalization, economic instability, and ideological shifts, the reversal was expected. However, it is essential that policymakers, educators, and other stakeholders consider the impact of attending segregated schools on the achievement gap that continues to exist between minority groups and European Americans attending resegregated neighborhood schools. This book will focus on the test score gaps between African American and European American students. The achievement gaps between these two groups will be analyzed will be presented and elaborated. Additionally, the authors will analyze how changes in school characteristics such as: racial composition; school composition; school expenditures, and socio economic level of neighborhoods affect achievement gap trends in the Norfolk School District. An examination of the achievement gap trends in an urban school district will serve to better inform public policy and school reform efforts. The specific goals of this book are to describe the achievement gap between minority African-American students and European-American students in the Norfolk school district and to present strategies utilized by urban districts to narrow the gap. One unique feature of this book is that it provides a data-driven research-based analysis of the achievement gap between minority and European-American students.

Disproportionality and Social Justice in Education

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Publisher : Springer Nature
ISBN 13 : 3031137752
Total Pages : 304 pages
Book Rating : 4.0/5 (311 download)

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Book Synopsis Disproportionality and Social Justice in Education by : Nicholas Gage

Download or read book Disproportionality and Social Justice in Education written by Nicholas Gage and published by Springer Nature. This book was released on 2022-10-25 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines disproportionality in education, focusing on issues of social justice for diverse and marginalized students. It addresses disproportionality as an indicator of biased practices and uses social justice as the frame for conceptualizing disproportionality historically and as a means to improve educational practice. Chapters explore the historical issue of disproportionality in education; outcomes experienced by racially and ethnically diverse students and students with disabilities, including discipline, bullying, and academic achievement; and ways in which social justice can inform policy and practice to make a positive impact reducing disproportionality in education. Key areas of coverage include: Methodological and statistical concerns in disproportionality research in education. Reviews research and data on disproportionality in education (e.g., disciplinary exclusion, bullying, seclusion and restraint, corporal punishment, school-based arrests, and academic achievement). Social justice as a theoretical and legal driver for change in policy and practice. Educational assessment and intervention practices designed to address disproportionality in education. Disproportionality and Social Justice in Education is a must-have resource for researchers, professors, and graduate students as well as clinicians, practitioners, and policymakers across such disciplines as clinical child and school psychology, educational psychology and teaching and teacher education, social work and counselling, pediatrics and school nursing, educational policy and politics, public health, and all interrelated disciplines.

Closing the School Discipline Gap

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Publisher : Teachers College Press
ISBN 13 : 0807773492
Total Pages : 286 pages
Book Rating : 4.8/5 (77 download)

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Book Synopsis Closing the School Discipline Gap by : Daniel J. Losen

Download or read book Closing the School Discipline Gap written by Daniel J. Losen and published by Teachers College Press. This book was released on 2015 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators remove over 3.45 million students from school annually for disciplinary reasons, despite strong evidence that school suspension policies are harmful to students. The research presented in this volume demonstrates that disciplinary policies and practices that schools control directly exacerbate today's profound inequities in educational opportunity and outcomes. Part I explores how suspensions flow along the lines of race, gender, and disability status. Part II examines potential remedies that show great promise, including a district-wide approach in Cleveland, Ohio, aimed at social and emotional learning strategies. Closing the School Discipline Gap is a call for action that focuses on an area in which public schools can and should make powerful improvements, in a relatively short period of time. Contributors include Robert Balfanz, Jamilia Blake, Dewey Cornell, Jeremy D. Finn, Thalia González, Anne Gregory, Daniel J. Losen, David M. Osher, Russell J. Skiba, Ivory A. Toldson “Closing the School Discipline Gap can make an enormous difference in reducing disciplinary exclusions across the country. This book not only exposes unsound practices and their disparate impact on the historically disadvantaged, but provides educators, policymakers, and community advocates with an array of remedies that are proven effective or hold great promise. Educators, communities, and students alike can benefit from the promising interventions and well-grounded recommendations.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University “For over four decades school discipline policies and practices in too many places have pushed children out of school, especially children of color. Closing the School Discipline Gap shows that adults have the power—and responsibility—to change school climates to better meet the needs of children. This volume is a call to action for policymakers, educators, parents, and students.” —Marian Wright Edelman, president, Children’s Defense Fund

School Racial Climate and Discipline Practices

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Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (137 download)

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Book Synopsis School Racial Climate and Discipline Practices by :

Download or read book School Racial Climate and Discipline Practices written by and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The disproportionate use of punitive discipline practices with students of color in American school systems is prevalent among many sources of literature. Consequently, student experiences and perceptions of school climate are often tainted, which has yielded school-wide initiatives to improve in these areas. As school psychologists work to improve school climate with the goal of decreasing the racial discipline gap, they may consider strategies to improve the school's racial climate. Using the School Climate for Diversity - Secondary Scale (Byrd, 2017), the current study explored what relationship, if any, exists between school racial climate and discipline at the secondary level. Perceptions of school racial climate were also examined across different racial and ethnic groups. Results indicated that there are differences in perceptions of school racial climate between students of different racial/ethnic groups; however, there was no significant relationship between school racial climate and self-reported discipline history. Implications for future research and school psychologists' practice are discussed.

Dissertation Abstracts International

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ISBN 13 :
Total Pages : 634 pages
Book Rating : 4.F/5 ( download)

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Book Synopsis Dissertation Abstracts International by :

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 634 pages. Available in PDF, EPUB and Kindle. Book excerpt:

The School-to-Prison Pipeline

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Publisher : NYU Press
ISBN 13 : 0814763685
Total Pages : 238 pages
Book Rating : 4.8/5 (147 download)

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Book Synopsis The School-to-Prison Pipeline by : Catherine Y. Kim

Download or read book The School-to-Prison Pipeline written by Catherine Y. Kim and published by NYU Press. This book was released on 2012-04-01 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines the relationship between the law and the school-to-prison pipeline, argues that law can be an effective weapon in the struggle to reduce the number of children caught, and discusses the consequences on families and communities.

Race, Class, and Education

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Publisher : Univ of Wisconsin Press
ISBN 13 : 9780299122140
Total Pages : 212 pages
Book Rating : 4.1/5 (221 download)

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Book Synopsis Race, Class, and Education by : Kenneth J. Meier

Download or read book Race, Class, and Education written by Kenneth J. Meier and published by Univ of Wisconsin Press. This book was released on 1989 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: While most school systems have undergone some formal desegregation to eliminate inequities in access to education, inequities--and discrimination--nonetheless remain. In this study covering 170 major school districts during the years between 1968 and 1984, the authors discuss the remaining obstacles to equal opportunity in education. Clustering of students into separate classes or groups of classes based on perceived learning potential is one form of discrimination that remains; disciplinary policy resulting in suspension or expulsion is the other. Based on their findings, Meier, Stewart, and England argue that the single most important factor in improving the access of black students to equal educational opportunities is having black teachers in the classroom, a goal attainable through use of the political system. "In a very concise book, Meier, Stewart, and England . . . build a damning case against standard education policies as contributors to the resegregation of our schools. . . . In the process, they give us an excellent example of what good policy analysis is by carefully blending empirical documentation with evaluation and prescription."--Mary Kweit, Public Administration Review

Research in Education

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Publisher :
ISBN 13 :
Total Pages : 1262 pages
Book Rating : 4.3/5 (91 download)

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Book Synopsis Research in Education by :

Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1262 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Forms of Bias and Their Impact on Disproportionality in School Discipline

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Publisher :
ISBN 13 :
Total Pages : 82 pages
Book Rating : 4.:/5 (1 download)

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Book Synopsis Forms of Bias and Their Impact on Disproportionality in School Discipline by : Thomas E. Kuhny

Download or read book Forms of Bias and Their Impact on Disproportionality in School Discipline written by Thomas E. Kuhny and published by . This book was released on 2017 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt: Initially, this paper explores fifteen published articles that report on the disproportionate amount of disciplinary actions handed out along racial lines in U.S. public schools. Additionally, this paper examines the relationship between the number of students affected by said disciplinary actions and the loss of what is called "seat time" within certain minority groups. Finally, it considers the reasons for disproportionate disciplinary actions and how those reasons impact minority ethnicities throughout our education system. Complicating the exploration and explanation of the relationship between disproportionate disciplinary actions and minorities is the fact that the articles consulted in the research vary in their definitions and uses of the term cultural mismatch. Staats (2014) suggested that cultural mismatch between teachers and students can activate implicit racial bias and limits what constitutes a true definition. DeMatthews (2016), on the other hand, referred to this same topic as critical race theory (CRT), broadening the definition of the term by implying that the nature of white dominance generally in U.S. education is responsible for the unseen, covert, and less obvious acts of racism that are present and persistent in U.S. schools. Gregory, Skiba and Noguera (2010) used two different terms to describe this phenomenon. The first term is differentiated selection, which refers to the "selection at the classroom level that contributes in some way to racial/ethnic disproportionality in school discipline outcomes" (p. 62). The second term is differential processing, which refers to a hypothesis that "discrimination occurs in courts and correctional systems, which leads to a disproportionate arrest and incarceration rate of minorities" (p. 63). The authors expanded this notion to include the school setting and its racial/ethnic disproportionality in application of disciplinary procedures.

Resources in Education

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Publisher :
ISBN 13 :
Total Pages : 836 pages
Book Rating : 4.U/5 (183 download)

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Book Synopsis Resources in Education by :

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 836 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Forced Justice

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Publisher : Oxford University Press
ISBN 13 : 0195358171
Total Pages : 284 pages
Book Rating : 4.1/5 (953 download)

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Book Synopsis Forced Justice by : David J. Armor

Download or read book Forced Justice written by David J. Armor and published by Oxford University Press. This book was released on 1995-06-30 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: School desegregation and "forced" busing first brought people to the barricades during the 1960s and 1970s, and the idea continues to spark controversy today whenever it is proposed. A quiet rage smolders in hundreds of public school systems, where court- ordered busing plans have been in place for over twenty years. Intended to remedy the social and educational disadvantages of minorities, desegregation policy has not produced any appreciable educational gains, while its political and social costs have been considerable. Now, on the fortieth anniversary of the Supreme Court's epic decision, Brown v. Board of Education, the legal and social justifications for school desegregation are ripe for reexamination. In Forced Justice, David J. Armor explores the benefits and drawbacks of voluntary and involuntary desegregation plans, especially those in communities with "magnet" schools. He finds that voluntary plans, which let parents decide which school program is best for their children, are just as effective in attaining long-term desegregation as mandatory busing, and that these plans generate far greater community support. Armor concludes by proposing a new policy of "equity" choice, which draws upon the best features of both the desegregation and choice movements. This policy promises both improved desegregation and greater educational choices for all, especially for the disadvantaged minority children in urban systems who now have the fewest educational choices. The debate over desegregation policy and its many consequences needs to move beyond academic journals and courtrooms to a larger audience. In addition to educators and policymakers, Forced Justice will be an important book for social scientists, attorneys and specialists in civil rights issues, and all persons concerned about the state of public education.

Racial Isolation in the Public Schools

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Publisher :
ISBN 13 :
Total Pages : 614 pages
Book Rating : 4.:/5 (41 download)

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Book Synopsis Racial Isolation in the Public Schools by : United States Commission on Civil Rights

Download or read book Racial Isolation in the Public Schools written by United States Commission on Civil Rights and published by . This book was released on 1967 with total page 614 pages. Available in PDF, EPUB and Kindle. Book excerpt: . -- V. 1. Report -- v. 2. Appendices.

Discipline, School Community, and Racial Dynamics

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Publisher :
ISBN 13 :
Total Pages : 502 pages
Book Rating : 4.:/5 (815 download)

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Book Synopsis Discipline, School Community, and Racial Dynamics by :

Download or read book Discipline, School Community, and Racial Dynamics written by and published by . This book was released on 2012 with total page 502 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation examines how personal experiences of school and school organizational features are related to later citizenship outcomes. In the first empirical chapter, I focus on how experiences of specific authority relations and community dynamics in school settings affect later citizen participation and attitudes toward government. I explore four channels through which schools may affect citizenship outcomes: potentially marginalizing experiences of school, potentially socially integrating experiences of school, basic skills acquisition for participation, and educational attainment. I find evidence suggesting that all four of these channels are associated with later citizenship outcomes. In the second empirical chapter, I examine three ways that schools could affect citizenship: (1) by affecting the likelihood of having particular experiences of school that are associated with citizenship outcomes; (2) by affecting citizenship outcomes directly; and (3) by conditioning the associations between particular experiences and citizenship. To examine each of the possible ways that schools may affect citizenship, I focus on the authority relations, community features, and racial dynamics in the school. I find that there is limited evidence that schools affect citizenship in each of these ways. In the third empirical chapter, I explore whether students of different racial or socioeconomic status backgrounds are more likely to experience more punitive or restrictive disciplinary environments. I also examine how the authority relations and racial dynamics of schools are related and how they are distributed across schools focusing in particular on three dimensions of racial dynamics: racial group presence, the average socioeconomic position of racial groups, and racial conflict in school. I find that students with different socioeconomic and racial backgrounds on average attend schools that organize their discipline in more punitive and restrictive ways. I also find that all three of the racial dynamics are related to discipline policies.

A Tale of Two Districts

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Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (12 download)

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Book Synopsis A Tale of Two Districts by : Heather Bennett

Download or read book A Tale of Two Districts written by Heather Bennett and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Recent demographic shifts of minority and low-income populations to the suburbs have transformed metropolitan areas. However, such transformations have contributed to increasing racial and economic segregation between jurisdictions. This dissertation explores how housing and school district policies of two suburban school districts within an affluent northeast county function together to impact the racial and economic demographic shaping and segregation between these school districts. To better understand the role of policy in the increasing demographic shaping and segregation between northern metropolitan suburban school districts I examined two themes in the literature: the suburban construct as White spaces and the link between political fragmentation in metropolitan areas to education and residential segregation. This research was conducted as a sequential mixed method multiple embedded case study to answer the following question: How does housing and school policy function together to impact the racial and economic segregation between Lower Merion School District (LMSD) and Cheltenham School District (CSD) within Montgomery County, Pennsylvania? More specifically, how have school districts and municipalities housing and population demographics in Montgomery County changed between 1960-2014?; and What federal, state, and local housing and school district policies and jurisprudence contribute to the demographic segregation between suburban school districts in Montgomery County, and how, respectively, do they do so? Currently, Lower Merion School District is a predominately White and affluent community, while Cheltenham School District is racially and socioeconomically diverse. Yet in 1960, both districts municipalities had a predominately White population (95-99%) and similar economic demographics. Examining these two districts provided an insight to how divergent goals, cultural purposes, and implementation of housing and education policies have contributed to the demographic trajectory of each suburban jurisdiction. Findings suggest that suburban municipalities practiced exclusionary policies to keep out minority and low-income populations from a demographically changing Philadelphia core. However, the cultural narrative of each municipality imparted different zoning and housing goals and policies that shaped the divergent demographics of each area. Lower Merion reflected a Main Line narrative, concentrated in the production of wealth and whiteness. Cheltenhams narrative focused on creating a diverse community that emerged over time. The findings also suggest that the municipalities shape the geographic and cultural boundaries not the school districts in Pennsylvania. School districts are often reacting to demographic shifts predicated by municipality zoning choices, but they do mostly reinforce the cultural narrative of the municipality that include or exclude populations. Furthermore, the continued perception of quality suburbs as White spaces allows segregated schools and communities to persist.

Exploring the Relationship Between Implicit Bias, Cultural Competency, and Racial Disproportionality in School Discipline

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Publisher :
ISBN 13 :
Total Pages : 138 pages
Book Rating : 4.:/5 (123 download)

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Book Synopsis Exploring the Relationship Between Implicit Bias, Cultural Competency, and Racial Disproportionality in School Discipline by : Shontell Smith

Download or read book Exploring the Relationship Between Implicit Bias, Cultural Competency, and Racial Disproportionality in School Discipline written by Shontell Smith and published by . This book was released on 2020 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research highlights the pervasiveness of racial disproportionality in school disciplinary practices. Moreover, researchers have theorized that racial implicit bias plays a role in this disparate treatment; yet, there is a lack of empirical evidence to support this relationship. Even still, schools and researchers have suggested cultural competency training as a way of addressing implicit bias to reduce disproportionality in discipline rates. This proposed study seeks to, first, quantify the relationship between racial implicit bias and the disciplinary actions take by teachers, and second examine whether teachers’ self-reported multicultural competency moderates this expected relationship. Analyses will be conducted using linear regression

Racial Isolation in the Public Schools

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Publisher :
ISBN 13 :
Total Pages : 28 pages
Book Rating : 4.:/5 (31 download)

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Book Synopsis Racial Isolation in the Public Schools by : United States Commission on Civil Rights

Download or read book Racial Isolation in the Public Schools written by United States Commission on Civil Rights and published by . This book was released on 1967 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt: