Guthrie, James, & Springer, Matthew
Returning to Square One: From Plessey to Brown and Back to Plessey.
Revisiting and examining Brown's historical significance and its education policy legacy.
Journal Name or Institutional Affiliation:
Peabody Journal of Education
Vol. 79, No. 2, pp. 5-32
- It is time to measure racial policy progress by students success, not by transportation process.
- De facto segregation, as based on residential patterns, has become more exaggerated.
- The issue of racial segregation has to be reconceptualized. The most fundamental problem is an achievement gap, not mandated attendance boundaries.
- Things such as: systemic reform (alignment of curriculum, objectives, achievement testing, teacher training and licensing, instruction, material, resource allocation and accountability consequences) market oriented strategy (will motivate professional educators sufficiently to boost achievement) and close performance gap and elevating a child's human and social capital through mechanisms operating outside school, must be done in education system. These accommodate racial integration.
Journal Article Review of Literature
Academic Achievement, Achievement Gap, Brown vs Board of Education, Outcomes, Segregation
Literature Review, Policy Analysis
Method of Analysis:
Unit of Analysis:
- Classifies Brown's significance, legacy and possible future into 5 different stages: 1. resistance 2. reinforcement 3. reaction 4. resegregation 5. reconception
- Uses literature related to five different stages of Brown.