Achieving High Educational Standards for All Conference Summary (2002) / Chapter Skim
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Part I: Conference Summary:
Part I: Conference Summary:
1 Introduction
Pages 1-12
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Part ~ Conference Summary
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The Court found racially segregated schools to be inherently unequal, "even though physical facilities and other tangible factors may be equal." In particular, the Court cited the adverse psychological effects of policies and laws supporting segregation, as they were assumed to convey "the inferiority of the Negro group." Writing for the Court, Chief Justice Warren went on to note, "a sense of inferiority affects the motivation of a child to learn." From a strictly [Logical, ahistorical perspective, one might wonder how the Supreme Court came to the conclusion that racially segregated schools inherently were unequal and why legally sanctioned segregation necessarily conveyed a judgment of inferiority upon black students. However, it must be understood that the legally required segregation of Southern schools was but a part of the South's pervasive system of km Crow laws, traditions, and the ideology of white supremacy (National Research Council, 1989:58-60; Thernstrom and Thernstrom, 1997:25-52~.
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, with support from the U.S. Department of Education, convened leading educators and researchers for a Millennium Conference and two preconference workshops that focused on the theme "Achieving High Educational Standards for All." The conference focused on groups of students that historically have been disadvantaged in terms of educational opportunities and outcomes especially students from racial and ethnic minority groups.
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The Court found racially segregated schools to be inherently unequal, "even though physical facilities and other tangible factors may be equal." In particular, the Court cited the adverse psychological effects of policies and laws supporting segregation, as they were assumed to convey "the inferiority of the Negro group." Writing for the Court, Chief Justice Warren went on to note, "a sense of inferiority affects the motivation of a child to learn." From a strictly logical, ahistorical perspective, one might wonder how the Supreme Court came to the conclusion that racially segregated schools inherently were unequal and why legally sanctioned segregation neces
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Although the deliberate segregation of schools by race has been illegal since 1954, Ronald Ferguson, Michael Rebell and Gary Orfield noted during the conference that the government did not take decisive steps to desegregate schools until 10 years later. Key to this was the passage of the 1964 Civil Rights Act and a series of strong court rulings between 1968 and 1973.
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Edmund Gordon, the conference keynote speaker, challenged others at the conference to seriously examine the question of whether systemic reforms of curriculum and instruction intended to boost achievement for all students will be sufficient to address the more acute needs of more disadvantaged students. He suggested that while much could be accomplished by systemic educational reforms, substantial progress toward closing the achievement gap may require more targeted efforts addressing issues related to race/ethnicity and class not only in schools, but also in communities and in society.
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OVERVIEW OF THIS VOLUME The volume is divided into three parts: · PartI Conference Summary · PartII Perspectives of the Co-Moderators · PartIII Conference Papers Part I Part I is composed of six chapters and summarizes presentations made at the two preconference workshops and the conference. In its focus on racial and ethnic trends and the outcomes of efforts to close the gaps and eliminate racial inequality, Part I follows the lead of another recent NRC report, America Becoming: Racial Trends and Their Consequences (2001a)
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It draws on Gary Orfield's statistical portrait of segregated, high-poverty schools, Claude Steele's presentation on the social psychological implications of race, discussions by Steele and Patricia Gandara about the need for educational interventions and programs that are calibrated to the specific issues that need to be addressed, and presentations by Min Zhou, Marta Tienda, Eugene Garcia, and others on the needs of language minority and immigrant children. In Chapter 5, the emphasis shifts to the examination of education policy related to minority and economically disadvantaged students, from the Supreme Court's 1954 decision in Brown v.
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His commentary puts into context information presented at the conference in relation to the struggle for civil rights and to contemporary policy debates about education reform. Catherine Snow, referring to comments made in a preconference workshop by the former assistant secretary of education, Kent McGuire, argues that it is the job of education researchers to "help people be smarter about educating children." Referring to material presented at the conference, she notes that there are several areas, including the care and education of young children, early reading, and early mathematics instruction, in which the research base is adequate to guide new instructional practices practices that, if properly implemented, could reliably be expected to improve outcomes.
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and the paper by Lloyd, Tienda, and Zajacova in Part III contain information differentiating educational issues pertaining to minorities, who make up a disproportionate share of students who are economically disadvantaged, from those of economically disadvantaged students who are not minorities. Conference presentations describing effective classroom interventions are highlighted in Chapter 6 (Part I)
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