School Leadership that Works: From Research to Results

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The New Meaning Of Educational Change

After Brown: The Rise and Retreat of School Desegregation. By Charles T. Clotfelter. Princeton: Princeton University Press, 2006. 216p. 17.95 paper.Those who live or have lived in metropolitan areas that faced court-ordered desegregation of the schools in the latter part of the twentieth century have likely heard a common theory about the connection of those efforts to the state of the relevant city. It goes something like this: Once federal courts ordered city schools to desegregate, many white city dwellers either fled to the suburbs for protection or plucked their kids from city schools and enrolled them in private ones. Under the first scenario, the end of neighborhood schools negatively affected the city, as families in once-vital neighborhoods abandoned desegregating city schools they perceived as problematic for their children's education for virtually lily-white suburban schools thought to be of a higher quality. Under the second scenario, white parents remained in the city of their birth but undermined desegregation efforts by transferring their children to private schools (which were mostly Catholic in the Northeast and Midwest and mostly newly opened in the South). In the end, long-frustrated federal judges and civil rights leaders ultimately succeeded in increasing the levels of interaction between white and black children, but their efforts had significant side effects for those cities as well.

After Brown: The Rise and Retreat of School Desegregation

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. JEL Codes: I20, I24.

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School Segregation, Educational Attainment and Crime Evidence from the end of busing in Charlotte-Mecklenburg

In this paper, we investigate whether the school desegregation produced by court-ordered desegregation plans persists when school districts are released from court oversight. Over 200 medium-sized and large districts were released from desegregation court orders from 1991 to 2009. We find that racial school segregation in these districts increased gradually following release from court order, relative to the trends in segregation in districts remaining under court order. These increases are more pronounced in the South, in elementary grades, and in districts where prerelease school segregation levels were low. These results suggest that court-ordered desegregation plans are effective in reducing racial school segregation, but that their effects fade over time in the absence of continued court oversight. Language: en

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"Brown" Fades: The End of Court-Ordered School Desegregation and the Resegregation of American Public Schools.

Principals are understood to be critical actors in improving teaching and learning conditions in schools; however, relatively little is known about the leadership strategies to which principals sho...

The Effect of Principal Behaviors on Student, Teacher, and School Outcomes: A Systematic Review and Meta-Analysis of the Empirical Literature:

We examine whether the legal decision to grant unitary status to the Charlotte–Mecklenburg school district, which led to the end of race-conscious student assignment policies, increased the probability that families with children enrolled in the district would move to neighborhoods with a greater proportion of student residents of the same race as their own children. Motivated by the rich but inconclusive literature on the consequences of educational and residential segregation, we make use of a natural policy experiment—a judicial decision to end court-ordered busing—to estimate the causal impacts of this policy shift on household residential decisions. We find that, for those who moved, the legal decision made White families with children in the Charlotte–Mecklenburg Schools substantially more likely than they were during desegregation to move to a neighborhood with a greater proportion of White residents than their own neighborhood.

Does School Policy Affect Housing Choices? Evidence From the End of Desegregation in Charlotte–Mecklenburg:

In the early 1990s, the Supreme Court established standards to facilitate the release of school districts from racial desegregation orders. Over the next two decades, federal courts declared almost...

David D. Liebowitz

Papers

The Effect of Principal Behaviors on Student, Teacher, and School Outcomes: A Systematic Review and Meta-Analysis of the Empirical Literature:

Does School Policy Affect Housing Choices? Evidence From the End of Desegregation in Charlotte–Mecklenburg:

Ending to What End? The Impact of the Termination of Court-Desegregation Orders on Residential Segregation and School Dropout Rates:

OECD Reviews of School Resources: Portugal 2018

Teacher evaluation for accountability and growth: Should policy treat them as complements or substitutes?