The effects of segregation on African American high school seniors' academic achievement

Journal of Negro Education

Volumn 68, Issue 4, 1999, Pages 566-586

  Mickelson, Roslyn Arlin ^a   Heath, Damien ^b  

^a UNIVERSITY OF NORTH CAROLINA AT CHARLOTTE   (United States)

^b AMERICAN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0347142484     PISSN: 00222984     EISSN: None     Source Type: Journal    
DOI: 10.2307/2668155     Document Type: Article

References (88)

1. Alexander, K., Entwisle, D., & Legters, N. (1998, August). Multiple faces of elementary school tracking. Paper presented at the annual meeting of the American Sociological Association, San Francisco, CA.
2. Armor, D. (1995). Forced justice: School desegregation and the law. New York: Oxford University Press.
3. Bankston, C., & Caldas, C. (1996). Majority African American schools and social injustice: The influence of de facto segregation on academic achievement. Social Forces, 75, 535-552.
4. Belk et al. v. Charlotte-Mecklenburg Schools, 99-239, (1999).
5. Bourdieu, P. (1977). Outline of a theory of practice (R. Nice, Trans.). London: Cambridge University Press.
6. Bourdieu, P. (1987). Forms of capital. In J. Richardson (Ed.), Handbook of theory and research in sociology of education (pp. 241-260). New York: Greenwood Press.
7. Braddock, J., II, & Dawkins, M. (1993). Ability grouping, aspirations, and attainments. Journal of Negro Education, 62, 324-336.
8. Braddock, J., II, & McPartland, J. M. (1988, February). The social and academic consequences of school desegregation. Equity and Choice, pp. 50-73.
9. Broaded, C. M. (1997). The limits and possibilities of tracking: Some evidence from Taiwan. Sociology of Education, 70, 36-53.
10. Brown v. Board of Education of Topeka, Kansas, 347 U.S. 483 (1954).
11. Brown, S. (1999, August). High school racial composition: Balancing excellence and equity. Paper presented at the annual meeting of the American Sociological Association, Chicago, IL.
12. Bryk, A. S., & Raudenbush, S. (1992). Hierarchical linear modeling: Applications and data analysis methods. Newbury Park, CA: Sage.
13. Capacchione et al. v. Charlotte-Mecklenburg Schools, Civil Action No. 3:97 CV 482, (1997).
14. Charlotte-Mecklenburg Schools. (1997-1999). Class counts. Charlotte-Mecklenburg, NC: Author.
15. Cicourel, A., & Kitsuse, J. (1963). The educational decision makers. Indianapolis, IN: Bobbs-Merrill.
16. Coleman, J., Campbell, E. O., Hobson, C., McPartland, J., Mood, A., Weinfeld, F., & York, R. (1966). Equality of educational opportunity. Washington, DC: Government Printing Office.
17. Darling-Hammond, L. (1987). Teacher quality and equality. In P. Keating & J. Goodlad (Eds.), Access to knowledge (pp. 237-258). New York: The College Board.
18. Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8, 1-50. (Available online: http://epaa.edu/ epaa/v8 nl)
19. DiMaggio, P. (1982). Cultural capital and school success: The impact of status culture participation on the grades of U.S. high school students. American Sociological Review, 47, 189-201.
20. Donelan, R., Neal, G., & Jones, D. (1994). The promise of Brown and the reality of academic grouping: The tracks of my tears. Journal of Negro Education, 63, 376-387.
21. Dornbusch, S., Ritter, P. L., & Steinberg, L. (1991). Community influences on the relation of family status to adolescent school performance differences between African American and non-Hispanic Whites. American Journal of Education, 534-567.
22. Douglas, D. M. (1995). Reading, writing, and race: The desegregation of the Charlotte schools. Chapel Hill, NC: The University of North Carolina Press.
23. Farkas, G. (1996). Human capital or cultural capital: Ethnicity and poverty groups in an urban school district. New York: Aldine.
24. Finley, M. (1984). Teachers and tracking in a comprehensive high school. Sociology of Education, 57, 233-243.
25. Gamoran, A. (1990). Instructional organizational practices that affect equity. In H. P. Baptise, Jr., H. Waxman, J. Walker de Felix, & J. E. Anderson (Eds.), Leadership, equity, and school effectiveness (pp. 239-253). Newbury Park, CA: Sage.
26. Gamoran, A., & Mare, R. (1989). Secondary school tracking and educational equity: Compensation, reinforcement, or neutrality. American Journal of Sociology, 94, 1146-1183.
27. Gardner, D. (1998). Expert report to the court in Capacchione et al. v. Charlotte-Mecklenburg Schools.
28. Grissmer, D. W., Kirby, S. N., Berends, M., & Williamson, S. (1994). Student achievement and the changing American family. Santa Monica, CA: RAND.
29. Guo, G., & Van Wey, L. K. (1999). Sibship size and intellectual development. American Sociological Review, 64, 169-187.
30. Hallinan, M. T. (1992). The organization of students for instruction in the middle school. Sociology of Education, 65, 114-127.
31. Hallinan, M. T. (1994a). Further thoughts on tracking. Sociology of Education, 67, 89-90.
32. Hallinan, M. T. (1994b). Tracking: From theory to practice. Sociology of Education, 67, 79-83.
33. Hallinan, M. T. (1998). Diversity effects on student outcomes: Social science evidence. Ohio State Law Journal, 59, 733-754.
34. Hallinan, M., & Sorensen, A. (1983). The formation and stability of instructional groups. American Sociological Review, 48, 838-851.
35. Hedges, L., & Powell, A. (1999). Changes in the Black-White gap in achievement test scores. Sociology of Education, 72, 111-135.
36. Hendrie, C. (1997, August 6). NAACP wrestles with evolving views on desegregation. Education Week, p. 12.
37. Hewitt, B. (2001, March 2). West Charlotte's revolving door. Charlotte Leader, p. 8.
38. Hochschild, J. L. (1984). The new American dilemma: Liberal democracy and school desegregation. New Haven, CT: Yale University Press.
39. Ingersoll, R. (1999). The problem of underqualified teachers in American secondary schools. Educational Researcher, 28, 26-37.
40. Jones, J. D., Vanfossen, B. E., & Ensminger, M. E. (1995). Individual and organizational predictors of high school track placement. Sociology of Education, 68, 87-299.
41. Kornhaber, M. (1997). Seeking strengths: Equitable identification for gifted education and the theory of multiple intelligences. Unpublished doctoral dissertation, Harvard University, Cambridge, MA.
42. Kreft, I., & de Leeuw, J. (1998). Introducing multilevel modeling. London: Sage.
43. Lamont, M., & Lareau, A. (1988). Cultural capital, allusions, gaps, and glissandandos in recent theoretical developments. Sociological Theory, 6, 153-168.
44. Lee, V. E., Smith, J. B., & Croninger, R. G. (1997). How high school organization influences the equitable distribution of learning in mathematics and science. Sociology of Education, 70, 128-150.
45. Lord, J. D. (1999). Changes in racial housing patterns in Mecklenburg County, North Carolina, 1960-1997: Implications for school desegregation. Expert report to the court in Capacchione et al. v. Charlotte-Mecklenburg Schools.
46. Loveless, T. (1999). The tracking wars. Washington, DC: The Brookings Institution.
47. Lucas, S. R. (1999). Tracking inequality. New York: Teachers College Press.
48. Mickelson, R. A. (1990). The attitude-achievement paradox among Black adolescents. Sociology of Education, 63(1), 44-61.
49. Mickelson, R. A. (1998). Expert report to the court in Capacchione et al. v. Charlotte-Mecklenburg Schools.
50. Mickelson, R. A., & Ray, C. A. (1994). Fear of falling from grace: The middle class, downward mobility, and school desegregation. Research in Sociology of Education and Socialization, 10, 207-238.
51. Myerson, J., Rank, M. R., Raines, F. Q., & Schnitzler, M. A. (1998). Race and general cognitive ability: The myth of diminishing returns to education. Psychological Science, 9, 61-64.
52. Nakao, K., & Treas, J. (1995). Updating prestige and socioeconomic scores. Sociological Methodology, 17, 3-72.
53. National Association for the Advancement of Colored People. (1991, June 21). School desegregation: A social science statement. Amicus curiae brief of the NAACP et al. in Freeman v. Pitts, U.S. Supreme Court on Writ of Certiorari to U.S. Court of Appeals for the 11th Circuit.
54. National Commission on Teaching and America's Future. (1997). Doing what matters most: Investing in quality teaching. New York: Author.
55. Natriello, G., McDill, E., & Pallas, A. (1990). Educating disadvantaged children: Racing against catastrophe. New York: Teachers College Press.
56. Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.
57. Oakes, J. (1990). Multiplying inequalities: The effects of race, social class, and tracking on opportunities to learn mathematics and science. Santa Monica, CA: RAND.
58. Oakes, J. (1993). Ability grouping, tracking and within-school segregation in the San Jose Unified School District. Expert report to the court in Diaz v. San Jose Unified School District.
59. Oakes, J. (1994a). Ability grouping, tracking and within-school segregation in the New Castle County Schools. Expert report to the court in Coalition to Save our Children v. State Board of Education et al.
60. Oakes, J. (1994b). More than misapplied technology: A normative and political response to Hallinan on tracking. Sociology of Education, 67, 84-88.
61. Oakes, J. (1994c). One more thought. Sociology of Education, 67, 91.
62. Oakes, J. (1995). Two cities' tracking and within-school segregation. Teachers College Record, 96, 681-690.
63. Oakes, J., Wells, A. S., Jones, M., & Datnow, A. (1997). Detracking: The social construction of ability, cultural politics, and resistance to reform. Teachers College Record, 98, 482-510.
64. Orfield, G., & Eaton, S. E. (1996). Dismantling desegregation: The quiet reversal of Brown v. Board of Education. New York: The New Press.
65. Parks, L. (1999). Closing argument. Capacchione v. Charlotte-Mecklenburg Schools.
66. Peterkin, R. (1998). Expert report to the court in Capacchione et al. v. Charlotte-Mecklenburg Schools.
67. Phillips, M., & Jencks, C. (1998). The Black-White test score gap. Washington, DC: The Brookings Institution.
68. Raudenbush, S. W., & Bryk, A. S. (1986). A hierarchical model for studying school effects. Sociology of Education, 59, 1-17.
69. Riehl, C., Pallas, A., & Natriello, G. (1999). Rites and wrongs: Institutional explanations for the student course-scheduling process in urban high schools. American Journal of Education, 107, 116-154.
70. Rosenbaum, J. (1980). Track misperceptions and frustrated college plans: An analysis of the effects of tracks and tracking on perceptions in the national longitudinal survey. Sociology of Education, 53, 74-88.
71. Rossell, C. (1990). The carrot or the stick for school desegregation policy: Magnet schools or forced busing? Philadelphia: Temple University Press.
72. Schiff, J., Firestone, W., & Young, J. (1999, April). Organizational context for student achievement: The case of student racial composition. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
73. Shujaa, M. (1996). Beyond desegregation: The politics of quality in African American schooling. Thousand Oaks, CA: Corwin Press.
74. Slavin, R. (1990). Achievement effects of ability groups in secondary schools: A best-evidence synthesis. Review of Educational Research, 60, 471-499.
75. Sorensen, A. B., & Hallinan, M. (1986). Effects of ability grouping on growth in academic achievement. American Educational Research Journal, 23, 529-542.
76. Spade, J., Columbia, L., & Vanfossen, B. E. (1997). Tracking in mathematics and science: Courses and course selection procedures. Sociology of Education, 70, 108-127.
77. Swann v. Charlotte-Mecklenburg, 402 U.S. 1, 15 (1971).
78. Terman, L. (1923). Intelligence tests and school reorganization. New York: World Book.
79. Tyack, D. (1974). One best system. Cambridge, MA: Harvard University Press.
80. Useem, E. (1992). Middle schools and math groups: Parents involvement in children's placement. Sociology of Education, 65, 263-279.
81. Waits, T. (1999). Selectivity, inclusivity, and mobility: Three characteristics of tracking and their effects on students in 11 Charlotte-Mecklenburg schools. Unpublished masters thesis, University of North Carolina-Charlotte, Charlotte, NC.
82. Webb, N., Nemer, K. M., Chizhik, A., & Sugrue, B. (1998). Equity issues in collaborative group assessment: group composition and performance. American Educational Research Journal, 35, 607-651.
83. Wells, A. S., & Crain, R. L. (1994). Perpetuation theory and the long-term effects of school desegregation. Review of Educational Research, 64, 531-556.
84. Wells, A. S., & Crain, R. L. (1996). Crossing the color line. New Haven, CT: Yale University Press.
85. Wells, A. S., & Oakes, J. (1996). Potential pitfalls of systemic reform: Early lessons from detracking research. Sociology of Education, 69, 135-143.
86. Welner, K. G. (2001). Legal rights, local wrongs. Albany: State University of New York Press.
87. Wheelock, A. (1992). Crossing the tracks: How "untracking" can save America's schools. New York: The New Press.
88. Yonazawa, S. (1997). Making decisions about students' lives: An interactive study of secondary school students' academic program selection. Unpublished doctoral dissertation, University of California, Los Angeles, CA.