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• W226007188 abstract "As the nation celebrates the 50 Anniversary of the 1954 Brown Decision, it is important to examine the achievement gap between children attending resegregated public schools and their counterparts attending integrated schools. The achievement gap is directly impacted by four specific interdependent types of deficits: moral, human capital, functional and agency. These deficits guide the analysis of trends in the reading and writing achievement gaps between resegregated and desegregated schools in the Norfolk School District. The results of the Virginia Standards of Learning for 1998, 1999, 2000, 2001 and 2002 were computed. The findings suggest that the district has narrowed the gap significantly between the resegregated and desegregated schools. Introduction In 1896, the United States Supreme Court declared in Plessy v. Ferguson that maintaining separate and equal facilities for African Americans and European Americans in interstate transportation was unconstitutional. The high court also declared that separating the two races did not violate the Equal Protection Clause of the Fourteenth Amendment. This 1896 “separate but equal doctrine” was applied to just about every facet of American life. The Plessy v. Ferguson Decision was utilized to justify separating African American and European Americans in public schools. In the 1954 Brown Decision, the United States Supreme Court declared that “the separate but equal” education for African Americans and European Americans was unconstitutional. One day after this landmark decision was handed down, Thurgood Marshall, contended that segregated schools would be eliminated by the end of the decade. Unfortunately, when United States Supreme Court Justice died almost four decades later, the schools were still segregated. As we celebrate the fiftieth anniversary of the Brown Decision, the schools are still segregated. In 1954, only 10 percent of public school students were minority group members. Today the public school segregation index continues to grow. (Orfield, 2001) Since the mid1970’s, the American public schools have become more segregated and are regressing to a preBrown pattern of segregation (Orfield, 2001) Given these alarming statistics, it is important to revisit trends in the racial/ethnic achievement gap in the nations public schools. This paper seeks to describe the trends in the achievement gap between resegregated and integrated schools in an urban school district. National Trends in the Achievement Gap The reading achievement gap between European Americans and African American students has been researched extensively by social scientists. It has been predicted that by the year 2010, almost 34 percent of the students attending public schools will be African American and Hispanic (Braverman, 2001). Researchers also contend that by 2015, European American students will be twice as likely as African Americans and three times as likely as Hispanic students to complete college (Johnston and Viadero, 2000)." @default.
• W226007188 created "2016-06-24" @default.
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• W226007188 date "2004-01-01" @default.
• W226007188 modified "2023-09-27" @default.
• W226007188 title "Narrowing the Achievement Gap in a Resegregated Urban School District: Trends in Standards of Learning Test Scores." @default.
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