Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Boston Housing Authority (2)
- Boston Public Schools (2)
- Boston school desegregation case (2)
- Academic literacy programs (1)
- Academic performance (1)
-
- Affirmative actions in schools (1)
- Black students (1)
- Boston (1)
- Boston School Committee (1)
- Boston public schools (1)
- Boston school department governance (1)
- Civil rights (1)
- Education (1)
- Executive authority (1)
- Health (1)
- Housing segregation (1)
- Inner-city schools (1)
- Latino education in science (1)
- Latinos (1)
- Minority pupils (1)
- Municipal operations (1)
- Race relations (1)
- Restorative law (1)
- School desegregation (1)
- Science education (1)
Articles 1 - 6 of 6
Full-Text Articles in Race and Ethnicity
Getting Power Back: Court Restoration Of Executive Authority In Boston City Government (1985), Marcy Murninghan
Getting Power Back: Court Restoration Of Executive Authority In Boston City Government (1985), Marcy Murninghan
New England Journal of Public Policy
This article, originally published in 1985, is based partly on the author’s experience with the Boston school desegregation case, but goes beyond it. It chronicles some of the events that occurred when a state and a federal court attempted to disengage from active jurisdiction over two Boston public systems: the Boston Public Schools and the Boston Housing Authority. It makes three proposals, which, if enacted, would help to keep the courts out of day-to-day management of municipal operations. It also makes some generalizations about the court-agency interplay that are relevant to the post-remedial phase of institutional reform litigation. The author …
Behind The Numbers: Conditions Of Schooling In Boston (1981), Marcy Murninghan
Behind The Numbers: Conditions Of Schooling In Boston (1981), Marcy Murninghan
New England Journal of Public Policy
This article includes portions of a report on the structure, governance, operations, and effectiveness of the Boston School Committee that was commissioned by the Boston Municipal Research Bureau in 1980. The passages provide an overview of the mandate, background, and recommendations, examining how a set of prominent professionals and citizens viewed the problem facing school department governance, including its isolation and the longstanding credibility gap fueled by patronage politics. It also looks at continued tensions between “equality” and “quality,” which occupied the heart of court-ordered desegregation; rising demands on a system that lacked the capacity to serve a broad array …
Foreword, Martha Montero-Sieburth, Ralph Rivera
Foreword, Martha Montero-Sieburth, Ralph Rivera
New England Journal of Public Policy
These articles echo the issues of today that will have an impact on the future and help us understand how current thinking about ethnicity, education, and health within Latino populations presents opportunities for the coming century. The Latino presence in the United States will certainly make itself known. As Richard Rodriguez poignantly reminds us, "We will change America, even as we will be changed."
Latino Students' Academic Literacy In Science Education: Contextualizing Policies, Raimundo Mora
Latino Students' Academic Literacy In Science Education: Contextualizing Policies, Raimundo Mora
New England Journal of Public Policy
This article reviews various interpretations of academic literacy that are being applied to science education, their limitations in terms of Latino students, and the case study experiences of three Latino students majoring in science. The author examines the ways in which factors he has identified in his experiences and research as crucial can be integrated to improve academic literacy programs. He recommends to planners of science programs methods to effect advancement in Latinos' academic performance.
Affirmative Action Strategies In Elementary And Secondary Schools, Abigail Therstrom
Affirmative Action Strategies In Elementary And Secondary Schools, Abigail Therstrom
New England Journal of Public Policy
Disproportionate numbers of black students do poorly on standardized tests; strategies to improve American education thus frequently target inner-city schools. These strategies often have an unrecognized affirmative action component. A search for more minority students or teachers is clearly an affirmative action effort. But the elimination of all tracking or competency grouping is another matter. Normally viewed as nothing more than a pedagogical strategy, it, like other affirmative action efforts, amounts to a conscious effort to alter the low-track status of minority pupils. Similarly, the demand for curricular reforms, racial sensitivity training, and more culturally "appropriate" tests, while not obviously …
Getting Power Back: Court Restoration Of Executive Authority In Boston City Government, Marcy M. Murninghan
Getting Power Back: Court Restoration Of Executive Authority In Boston City Government, Marcy M. Murninghan
New England Journal of Public Policy
This article chronicles some of the events that occurred when a state and a federal court attempted to disengage from active jurisdiction over two Boston public systems: the public schools and the Boston Housing Authority (BHA). It makes three proposals which, if enacted, would help to keep the courts out of day-to-day management of municipal operations. It also makes some generalizations about the court-agency interplay which are relevant to the postremedial phase of institutional reform litigation. The author uses the term restorative law to describe this court-controlled process of returning power to the executive branch.