The Right to Learn Across the Tracks: An Analysis of School Funding and Integration in Seattle, Houston, Philadelphia, Chicago and Washington, D.C.
Through examining the levels of integration in public and private schools across the United States, it is clear that the spirit of Brown v. Board of Education was never fulfilled. Students are still learning in an overwhelmingly homogeneous environment. Even in diverse neighborhoods there is a difference: the poor and minority children attend the public schools and the wealthy children attend private school. Thus, the urban public schools remain overwhelmingly minority, while private schools are overwhelmingly white. There is a clear discrepancy between black and white students in terms of size of school and quality of education.
To determine whether or not schools are truly integrated, both racially and economically, within the United States, public school districts and private schools in five metropolitan areas across the country were studied. The metropolitan areas studied were Philadelphia, Chicago, Washington, D.C., Seattle, and Houston. The cities studied will show the impact of white flight on public schooling, as well as how integration levels in schools that historically have had problems with segregation compares to those cities which have not instituted discriminatory policies. Together the examples of these five cities combine to illustrate the reality of race relations in the United States and how these relationships affect schooling.
Pollard, Erin M., "The Right to Learn Across the Tracks: An Analysis of School Funding and Integration in Seattle, Houston, Philadelphia, Chicago and Washington, D.C." (2008). Politics Honors Papers. 10.
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