Marcy Crouch — Magnet Schools and Other Means of Desegregation

42 published claims from this book.

• Absent federal enforcement, school segregation in the Northeast worsened between 1968 and 1980
• Americans embrace equality as an ideal but resist its practical implementation
• Assigning students to schools by race, even with transfers, is unconstitutional.
• Black southerners were left largely illiterate while white schools flourished
• Brown was a consolidated ruling from four states striking down segregated schools
• BusSibling studies show busing raises attainment but lowers self-esteem.
• Choice-based plans preserved segregated schooling while nominally permitting black transfers
• Choice-based school integration plans leave segregation almost entirely intact.
• Court-ordered busing was capped by time and distance, varying widely by city.
• Court-ordered desegregation halved southern school segregation while the Northeast regressed
• Desegregated schooling does not reliably benefit Black students
• Desegregation succeeds when policy gives white and minority students shared incentives
• Early school desegregation reduces children’s susceptibility to racial bias
• Effective desegregation still leaves open whose interests should govern implementation
• Families with mobility exit desegregating districts rather than comply
• Family background outweighs school resources in predicting student success.
• Green forced southern rural districts to end racially identifiable schools
• In 1971 the Supreme Court authorized busing as a desegregation remedy.
• Informal pressure and overcrowding, not formal rules, kept schools segregated.
• Legal equality has not eliminated the racial wealth and status gap
• Magnet advocates argued that attractive schools produce integration without government coercion.
• Magnet schools keep white enrollment by being more attractive than their alternatives
• Magnet schools succeed by offering gain rather than imposing busing
• Mandatory desegregation drives more white flight than voluntary programs
• Mandatory diversity training is rated more successful than voluntary
• Milwaukee’s inner-city schools were majority black while its suburbs were almost entirely white.
• Northern schools moved backward on desegregation while southern schools made measurable progress.
• Official action maintaining racial separation exposes an entire district to court remedies.
• Parental opposition to busing rests on fears of lost control, not safety
• Peer-language benefits depend on whether intergroup relations turn hostile.
• Schools fail racial minorities through neglect and hostile climates
• Segregation in northern US schools deepened as federal desegregation enforcement targeted the South.
• Seventeen southern and border states desegregated gradually after Brown
• Southern school desegregation fell sharply after 1968 but stalled before completion.
• Support for desegregation in principle collapses when busing is enforced
• Teacher expectations lift achievement only if relationships stay non-antagonistic.
• Threatened bridge sabotage forced East Boston to swap forced busing for voluntary magnets.
• Voluntary desegregation works by families choosing schools on cost-benefit grounds
• Voluntary magnet plans depend on incentives rather than compulsion to integrate
• Voluntary magnet programs reach and sustain racial integration targets
• White families resist even balanced schools they must attend
• White opposition to busing stems from convenience and perceived self-interest