Law Commons^™

Corporal Punishment In Public Schools: Constitutional Challenge After Ingraham V. Wright, Charles L. Schlumberger

Vanderbilt Law Review

Corporal punishment has been employed to maintain discipline and order in American schools since the colonial period.' During that era, the practice was not restricted to the classroom: corporal punishment was the generally accepted mode of correction for practically every civil and criminal offense. Attitudes toward correction did not begin to change until after the American Revolution. Since then, corporal punishment has been steadily discarded as a method of correction in both prisons and the military. Despite discontinuance in these areas, corporal punishment remains a well-established facet of the American educational process. Only a few states and municipalities have legislative …

Simple Justice In The Cradle Of Liberty: Desegregating The Boston Public Schools, Ronald R. Edmonds

Vanderbilt Law Review

This Article provides a summary view of the desegregation of the Boston public schools. Some aspects of teaching and learning in the Boston schools clearly have improved as a direct consequence of Boston's desegregation, while others seem little affected. Teaching and learning are mentioned at the outset because later discussion will establish that black Bostonians seek desegregation as part of their larger and more general quest for improved schooling for their children.' The success or failure of desegregation therefore may fairly be judged partly on the basis of its effect upon the quality of schooling made available to black children. …

The Inheritance Of Economic Status - By John A. Brittain, Michael R. Olneck

Vanderbilt Law Review

The Inheritance of Economic Status - by John A. Brittain

In the- mid-1960's and in the early 1970's, research results appeared that challenged conventional liberal beliefs about the causes and consequences of poverty. In 1966 the federal government published Equality of Educational Opportunity, a report prepared by James Coleman and his associates.' The data used in the report contained the startling result that, with some exceptions, within regions, the provision of educational resources was substantially uniform across racial and socioeconomic groups. Moreover, the data showed that what measurable differences existed between the schools attended by disadvantaged and advantaged students did …