Suchergebnisse

Kirp, D. L.: Retreat into legalism: the Litte Rock school desegregation case in historic perspective. - S. 443-447. Henig, J. R.: Patterns of school-level racial change in D.C. in the wake of Brown: perceptual legacies of desegregation. - S. 448-453. Welch, S. (u.a.): Race or place? Emerging public perspectives on urban education. - S. 454-458. Hochschild, J.: Is school desegregation still a viable policy option? - S. 458-466. Sniderman, P. M.; Carmines E. G.: Reaching beyond race. - S. 466-471. McClain, P. D.: Reading more about the Civil Rights Movement: recommendations from colleagues across disciplines. - S. 472-473

"Over the past two decades, the Union, Oklahoma School District transformed from serving a predominantly white, well-off student population to one that is racially diverse, with many students hailing from families in poverty. Yet, the graduation rate rose considerably even while the district operates on a dime. The district's success can be attributed to its culture of inclusion, designed to enfold and lift up each individual student. The district has made STEM a key feature of the curriculum, from kindergarten through high school. It operates community schools that offer a wide array of services, including after-school activities and health care, in every elementary school. It embraces an "everyone participates" philosophy in the arts and athletics. And it eases the transition to higher education by offering college classes at the high school"--