Segregated schools : educational apartheid in post-civil rights America / Paul Street.

By:

Street, Paul Louis

Material type: Text

TextSeries: Positions (RoutledgeFalmer (Firm))Publication details: New York : Routledge, 2005.Description: 1 online resource (x, 222 pages)Content type:

text

Media type:

computer

Carrier type:

online resource

ISBN:

9781136080586
1136080589
9780203350102
0203350103

Subject(s): Genre/Form:

Electronic books.

Additional physical formats: Print version:: Segregated schools.DDC classification:

379.2/63/0973 22

LOC classification:

LC212.52 .S87 2005eb

Other classification:

81.21

Online resources:

Click here to access online

Contents:

No birthday bash for Brown -- Still and increasingly separate -- Still savage school inequalities -- Separate but adequate -- The deeper inequality -- Why separatism matters.

Summary: Fifty years after the US Supreme Court ruled that ""separate but equal"" was ""inherently unequal, "" Paul Street argues that little progress has been made to meaningful reform America's schools. In fact, Street considers the racial make-up of today's schools as a state of de facto apartheid. With an eye to historical development of segregated education, Street examines the current state of school funding and investigates disparities in teacher quality, teacher stability, curriculum, classroom supplies, faculties, student-teacher ratios, teacher' expectations for students and students' expec

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Holdings
Item type	Home library	Collection	Call number	Materials specified	Status	Date due	Barcode
Electronic-Books	OPJGU Sonepat- Campus	E-Books EBSCO			Available

Includes bibliographical references and index.

No birthday bash for Brown -- Still and increasingly separate -- Still savage school inequalities -- Separate but adequate -- The deeper inequality -- Why separatism matters.

Print version record.

Fifty years after the US Supreme Court ruled that ""separate but equal"" was ""inherently unequal, "" Paul Street argues that little progress has been made to meaningful reform America's schools. In fact, Street considers the racial make-up of today's schools as a state of de facto apartheid. With an eye to historical development of segregated education, Street examines the current state of school funding and investigates disparities in teacher quality, teacher stability, curriculum, classroom supplies, faculties, student-teacher ratios, teacher' expectations for students and students' expec

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