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The politics of parent choice in public education : the choice movement in North Carolina and the United States
\"This is the story of North Carolina parent choice advocates' push for the creation and expansion of choice policies in the state. The exploration of the politics, ideology, and interests surrounding parent choice in this conversation includes but also stretches beyond the most frequently discussed choice policies of charter schools, school vouchers, and tuition tax credits. Here, Lewis makes the argument that parents push for these policies are closely akin to parents' rejection of busing and redistricting policies in Charlotte-Mecklenburg and Raleigh-Durham, parents' advocating for the state-support of home-schooling options across the state, and parents' pushing for the expansion of magnet and intradistrict choice options. He shows how central to parents' advocacy for all of these policies lies a more foundational desire to reconceputalize public schooling, with parents having much more individual control over how public funding is used for the education of their children\"-- Provided by publisher.
Book
Southern Mercy
From the late-nineteenth to mid-twentieth century juvenile reformatories served as citizen-building institutions and a political tool of state racism in post-emancipation America. New South advocates cemented their regional affiliation by using these reformatories to showcase mercies which were racialized, gendered, and linked to sexuality.
Southern Mercy uses four historical examples of juvenile reformatories in North Carolina to explore how spectacles of mercy have influenced Southern modernity. Working through archival material pertaining to race and moral uplift, including rare photos from the private archives of Samarcand Manor (the State Home and Industrial Manor for Girls) and restricted archival records of reformatory racial policies, Annette Bickford examines the limits of emancipation, and the exclusions inherent in liberal humanism that distinguish racism in the contemporary post-race era.
eBook
SCHOOL SEGREGATION, EDUCATIONAL ATTAINMENT, AND CRIME
We study the end of race-based busing in Charlotte-Mecklenburg schools (CMS). In 2001, school boundaries in CMS were redrawn dramatically, and half of students received a new assignment. Using addresses measured prior to the policy change, we compare students in the same neighborhood that lived on opposite sides of a newly drawn boundary. We find that both white and minority students score lower on high school exams when they are assigned to schools with more minority students. We also find decreases in high school graduation and four-year college attendance for whites and large increases in crime for minority males. We conclude that the end of race-based busing widened racial inequality, despite efforts by CMS to mitigate the effect of segregation through compensatory resource allocation.
Journal Article
The Long-Run Impacts of Same-Race Teachers
Leveraging the Tennessee STAR class size experiment, we show that Black students randomly assigned to at least one Black teacher in grades K–3 are 9 percentage points (13 percent) more likely to graduate from high school and 6 percentage points (19 percent) more likely to enroll in college compared to their Black schoolmates who are not. Black teachers have no significant long-run effects on White students. Postsecondary education results are driven by two-year colleges and concentrated among disadvantaged males. North Carolina administrative data yield similar findings, and analyses of mechanisms suggest role model effects may be one potential channel.
Journal Article
What do test scores miss?
Teachers affect a variety of student outcomes through their influence on both cognitive and noncognitive skill. I proxy for students’ noncognitive skill using non–test score behaviors. These behaviors include absences, suspensions, course grades, and grade repetition in ninth grade. Teacher effects on test scores and those on behaviors are weakly correlated. Teacher effects on behaviors predict larger impacts on high school completion and other longer-run outcomes than their effects on test scores. Relative to using only test score measures, using effects on both test score and noncognitive measures more than doubles the variance of predictable teacher impacts on longer-run outcomes.
Journal Article
After Brown
The United States Supreme Court's 1954 landmark decision,Brown v. Board of Education, set into motion a process of desegregation that would eventually transform American public schools. This book provides a comprehensive and up-to-date assessment of howBrown's most visible effect--contact between students of different racial groups--has changed over the fifty years since the decision.
Using both published and unpublished data on school enrollments from across the country, Charles Clotfelter uses measures of interracial contact, racial isolation, and segregation to chronicle the changes. He goes beyond previous studies by drawing on heretofore unanalyzed enrollment data covering the first decade afterBrown, calculating segregation for metropolitan areas rather than just school districts, accounting for private schools, presenting recent information on segregation within schools, and measuring segregation in college enrollment.
Two main conclusions emerge. First, interracial contact in American schools and colleges increased markedly over the period, with the most dramatic changes occurring in the previously segregated South. Second, despite this change, four main factors prevented even larger increases: white reluctance to accept racially mixed schools, the multiplicity of options for avoiding such schools, the willingness of local officials to accommodate the wishes of reluctant whites, and the eventual loss of will on the part of those who had been the strongest protagonists in the push for desegregation. Thus decreases in segregation within districts were partially offset by growing disparities between districts and by selected increases in private school enrollment.
eBook
Cheated
In 2010 allegations of an utterly corrupt academic system for student-athletes emerged from the University of North Carolina at Chapel Hill campus, home of the legendary Tar Heels. As the alma mater of Michael Jordan, Larry Brown, Marion Jones, Lawrence Taylor, Rashad McCants, and many others; winner of forty national championships in six different sports; and a partner in one of the best rivalries in sports, UNC-Chapel Hill is a world-famous colossus of college athletics. In the wake of the Wainstein report, however, the fallout from this scandal-and the continuing spotlight on the failings of college athletics-has made the school ground zero in the debate about how the $16 billion college sports industry operates.
Written by UNC professor of history Jay Smith and UNC athletics department whistleblower Mary Willingham,Cheatedexposes the fraudulent inner workings of this famous university. For decades these internal systems have allowed woefully underprepared basketball and football players to take fake courses and earn devalued degrees from one of the nation's top universities while faculty and administrators looked the other way. In unbiased and carefully sourced detail,Cheatedrecounts the academic fraud in UNC's athletics department, even as university leaders focused on minimizing the damage in order to keep the billion-dollar college sports revenue machine functioning. Smith and Willingham make an impassioned argument that the \"student-athletes\" in these programs are being cheated out of what, after all, is promised them in the first place: a college education.
eBook
Risky Lessons
Curricula in U.S. public schools are often the focus of heated debate, and few subjects spark more controversy than sex education. While conservatives argue that sexual abstinence should be the only message, liberals counter that an approach that provides comprehensive instruction and helps young people avoid sexually transmitted diseases and pregnancy is necessary. Caught in the middle are the students and teachers whose everyday experiences of sex education are seldom as clear-cut as either side of the debate suggests. Risky Lessons brings readers inside three North Carolina middle schools to show how students and teachers support and subvert the official curriculum through their questions, choices, viewpoints, and reactions. Most important, the book highlights how sex education's formal and informal lessons reflect and reinforce gender, race, and class inequalities. Ultimately critical of both conservative and liberal approaches, Fields argues for curricula that promote social and sexual justice. Sex education's aim need not be limited to reducing the risk of adolescent pregnancies, disease, and sexual activity. Rather, its lessons should help young people to recognize and contend with sexual desires, power, and inequalities.
eBook
Where is the land of opportunity? The geography of intergenerational mobility in the United States
We use administrative records on the incomes of more than 40 million children and their parents to describe three features of intergenerational mobility in the United States. First, we characterize the joint distribution of parent and child income at the national level. The conditional expectation of child income given parent income is linear in percentile ranks. On average, a 10 percentile increase in parent income is associated with a 3.4 percentile increase in a child’s income. Second, intergenerational mobility varies substantially across areas within the United States. For example, the probability that a child reaches the top quintile of the national income distribution starting from a family in the bottom quintile is 4.4% in Charlotte but 12.9% in San Jose. Third, we explore the factors correlated with upward mobility. High mobility areas have (i) less residential segregation, (ii) less income inequality, (iii) better primary schools, (iv) greater social capital, and (v) greater family stability. Although our descriptive analysis does not identify the causal mechanisms that determine upward mobility, the publicly available statistics on intergenerational mobility developed here can facilitate research on such mechanisms.
Journal Article
Everybody needs a cheerleader to get a kidney transplant: a qualitative study of the patient barriers and facilitators to kidney transplantation in the Southeastern United States
Background
Kidney transplantation (KTx) disparity is a significant problem in the United States, particularly in the Southeastern region. In response to this phenomenon, the Southeastern Kidney Transplant Coalition was created in 2011 to increase the KTx rate, and to reduce disparities in access to transplantation in the Southeast, by identifying and reducing barriers in the transplant process.
Methods
To determine perceived barriers and facilitators to KTx that dialysis patients in this region experience, we conducted three focus groups with 40 total patients in Georgia, North Carolina, and South Carolina.
Results
We identified two novel themes specific to Southeastern dialysis patients that describe the major barriers and facilitators to kidney transplantation: dialysis center approaches to patient education about KTx, and dialysis center advocacy and encouragement for KTx. In addition, themes related to barriers and facilitators of KTx were evident that were previously mentioned in the literature such as age, fear, knowing other patients with good or bad experiences with KTx, distrust of the KTx process equity, financial concerns and medical barriers.
Conclusions
Dialysis providers are encouraged to enhance their delivery of information and active assistance to underserved patients related to KTx.
Journal Article