Blaming charters for segregation is dumb

Editor’s note: This was first published on the author’s Substack, “citizen stewart,” which covers race, education, and democracy. Every year, without fail, someone sounds the alarm about the “resegregation of American public schools.” It’s a problem with deep roots and nasty downstream consequences for students in communities with less social capital. Some of the discussion is grounded in solid, authoritative research. But then you get the terrifically ditzy takes, like a recent Vox article blaming charter schools—serving just 7 percent of U.S. students—for the complex systemic issue of racial segregation. That’s like blaming a storm shelter for the hurricane. People who genuinely want to solve “the problem we all live with” often resort to shallow, careless analysis.

Researchers agree that segregation has

Escalated to alarming levels over the past three South Korea Phone Number List decades. Despite the landmark Brown v. Board of Education ruling in 1954, which declared racial segregation in public schools unconstitutional, schools today are more racially and economically isolated than ever. However, simple explanations that indict charter schools as the culprit are unserious. Let’s start with a little historical context The 1954 Brown v. Board of Education decision marked a significant victory in the fight against racial segregation in public schools. Chief Justice Earl Warren’s unanimous ruling declared that state-sanctioned segregation violated the Fourteenth Amendment.

This decision overturned

Phone Number List

Separate but equal” doctrine established by CW Leads Plessy v. Ferguson in 1896 and catalyzed the Civil Rights Movement. However, despite the Court’s clear mandate, there was considerable resistance to desegregation, and implementation was slow and fraught with challenges. As time passed, the complexities of achieving integration became more evident. Dr. Kenneth Clark, whose research influenced the Brown decision, later acknowledged the underestimated resistance to integration. James Coleman’s studies in the late 1970s revealed mixed results regarding the effects of desegregation, with positive impacts in the South but more destructive effects in the North. These historical perspectives suggest that the integration imperative may not be the sole solution to educational inequality.

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