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Recognizing that academic competencies are fundamental to a productive society, American policymakers and educators have, since the landmark Brown (1954-55) school desegregation ruling, placed high priority on closing the racial achievement gap (RAG). At all government levels federal, state, and local successive waves of school reforms have funneled resources into within-school reforms. In so doing, the impact of broad ecological and biophysical influences on human development and learning have been virtually if not totally ignored. Therefore and similar to programming reforms since the 1950s, the most recent federal initiative, No Child Left Behind (NCLB), is constructed on failed theoretical templates. The paper reviews schooling reforms upon which NCLB is based, in the context of the program's continued political popularity which contrasts with failure to narrow the RAG. Future projections of American educational productivity, and the subsequent need for dramatic school reforms,. Adapted from the source document.

This article describes miscalculations as well as deliberate deceptions of legal, social science, governmental, judicial, & media leaders in appraising & reporting the impact of mandated desegregation, or forced busing, on the lives of students, families, communities, & the nation. Two central themes are advanced. First, forced busing was constructed around the simplistic environmental assumption that children would significantly benefit from attending racially balanced schools & that complex biophysical, environmental, emotional, genetic, & neurological influences warrant short shrift. Further, it is argued that little has been learned from the failure of school desegregation & that contemporary intervention programs, including tracking, ongoing forced busing programs, as well as President Bush's "No Child Left Behind" initiative, will prove unproductive because they fail to recognize that the most fundamental forces of human learning lie beyond classroom reach. 178 References. Adapted from the source document.

Deals primarily with educational issues involving minorities; US. Partial contents: Forced busing: can American social scientists objectify racial issues? Are "push-through" programs discouraging minorities from developing their potentials? After high school and college: the final cost of educational patronage.

United States. Mandated school busing to achieve a specified racial mix versus parental choice in selecting a racially imbalanced neighborhood school or a racially balanced nonneighborhood school.

Over the past six decades, affirmative action/diversity initiatives have imposed racial proportionality in virtually every domain of American life, from preschool programming to employment in American workplaces. This paper is essentially based around Steven Farron's persuasive evidence that ethnic-based enterprises -- typically endorsed uncritically by institutions which have seemingly lost their historic societal bearings -- have proven not only nonhelpful, but counterproductive. Throughout, empirical evidence of Farron and other investigators focuses on two primary misconceptions underlying failure of programs which deemphasized color-blind equality: that standardized tests lack predictive validity and that efforts to implement racial proportionality can ignore the impact of biophysical and broad ecological forces. Adapted from the source document.