Segregation In Public Schools Essay
Existing research on the causes and impact of racial, ethnic and economic isolation of students in public schools in Connecticut and America-at-large has found that housing patterns and school district residency requirements have created large numbers of public schools that are racially, ethnically and economically segregated. Research has further documented that efforts to eliminate segregation through choice-based programming has been marginally effective. The impact of this racial, ethnic, and economic isolation contributes to a large achievement gap between racially isolated White and racially isolated Minority students. This research posits that in addition to maintaining demographic patterns that the United States Supreme Court and the
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It is clear that Connecticut judges and legislators lack the will to end racial segregation in the State of Connecticut by striking down or repealing Connecticut General Statute 10-189, which maintains racially segregated school districts, and either redistricting the state or transforming all Connecticut public schools into schools of choice. It is also clear that regulating agencies in Connecticut are not enforcing Connecticut General Statute 10-220, which requires local school districts to reduce racial, ethnic, and economic isolation by providing “…educational opportunities for its students to interact with students and teachers from other racial, ethnic, and economic backgrounds.” Furthermore, Connecticut’s efforts to address racial isolation by creating structures that encourage White and Minority students to self-integrate through charter and magnet schools, the Open Choice Program, vocational agricultural high schools, and technical high schools has not created meaningful patterns of integrated schooling. The results of failed judicial activism, legislation, and regulation of existing statutes is maintaining a structure in which an unacceptably large number of Connecticut students are receiving educational services in racially hyper-segregated
It is clear that Connecticut judges and legislators lack the will to end racial segregation in the State of Connecticut by striking down or repealing Connecticut General Statute 10-189, which maintains racially segregated school districts, and either redistricting the state or transforming all Connecticut public schools into schools of choice. It is also clear that regulating agencies in Connecticut are not enforcing Connecticut General Statute 10-220, which requires local school districts to reduce racial, ethnic, and economic isolation by providing “…educational opportunities for its students to interact with students and teachers from other racial, ethnic, and economic backgrounds.” Furthermore, Connecticut’s efforts to address racial isolation by creating structures that encourage White and Minority students to self-integrate through charter and magnet schools, the Open Choice Program, vocational agricultural high schools, and technical high schools has not created meaningful patterns of integrated schooling. The results of failed judicial activism, legislation, and regulation of existing statutes is maintaining a structure in which an unacceptably large number of Connecticut students are receiving educational services in racially hyper-segregated