Bridging the Gap between Urban, Suburban, and Educational History

This chapter seeks to bridge the historiographical gap between urban, suburban, and educational history by demonstrating how these works can inform one another. It highlights major books that have served as the foundations in each field over the past few decades, as well as the rising body of new scholarship that attempts to span the distance between them

Shopping for Schools: How Public Education and Private Housing Shaped Suburban Connecticut

Suburban historians have generally neglected the role of schools as an explanatory factor in the transformation of twentieth-century U.S. metropolitan space, since public education does not fit neatly into their narrative. At the same time, educational historians have focused so intently on the rise and decline of big-city school systems that they have largely failed to account for suburbanization. This article seeks to bridge the gap by examining the rising practice of “shopping for schools,” the buying and selling of private homes to gain access to more desirable public school attendance zones. This case study of three communities near Hartford, Connecticut,traces the convergence of real estate interests, suburban homebuyers, and government officials, particularly as the postwar labor market increasingly rewarded higher levels of educational attainment. Shopping for schools not only brings together educational credentialism and suburban consumerism but also helps to explain increasing stratification among suburbs in recent decades

Sharing Authority and Agency: A Multilogue Response to Goldenberg’s “Youth Historians in Harlem,” Part 2 of 2

Jack Dougherty (Trinity College) provides a multilogue response to Part 2 of Barry M. Goldenberg\u27s Youth Historians in Harlem series

Conflicting Questions: Why Historians and Policymakers Miscommunicate on Urban Education.

History and policy, while often connected, also frequently clash with one another, especially in urban spaces. This chapter outlines three types of conflicting questions posed by historians and policymakers on the topic of urban education. The first, conflicting orientations on past, present and future, explores the most basic differences in thought between historians and policy makers. The second, conflicting purposes of historical interpretation, considers the different contexts shape conceptualization and use of history. The third, conflicting views on historical understanding versus policy action, focusing on the fundamental differences in the roles of these two groups. This chapter draws on examples from historical research and policy discussions in Hartford, Connecticut while also reflecting on the writings of other scholars

SmartChoices: A Geospatial Tool for Community Outreach and Educational Research

With SmartChoices, a Web-based map and data sorting application, parents in the metropolitan Hartford, CT region can navigate a myriad of school choices for their children. Developed through collaborative work between Jack Dougherty, a professor at Trinity College, students enrolled Dougherty\u27s course, and a local community partner, the site illustrates the power of community-connected teaching and learning

Book Review of Christopher Collier, Connecticut\u27s Public Schools: A History, 1650-2000

Unlike so many institutional accounts that merely offer a glorified tale of a long stady march toward educational progress, Collier directly challenges popular historical myths of Connecticut\u27s allegedly superior public school system

Whose Civil Rights Stories on the Web? Authorship, Ownership, Access and Content in Digital History

This conference session explores the theoretical and practical questions arising from digital history collaborations on issues of civil rights in U.S. history. Designed for a joint meeting of the Organization of American Historians and the National Council for Public History, the session speaks to historians engage in producing individual scholarship and interpretive exhibits. Panelists include Peter Liebhold (Bracero History Archive), Tom Ikeda (Densho: The Japanese American Legacy Project), Candace Simpson and Jack Dougherty (On The Line: Schooling, Housing, and Civil Rights web-book), Jasmine Alinder and Clayborn Benson (March on Milwaukee Civil Rights History Project)

Volatile Windfalls: Effects of Tax Cuts and Jobs Act for S-Corp Shareholders Warrant Strong Arm Power Limitation in Bankruptcy

The 2017 Tax Cuts and Jobs Act changed the landscape for the approximately 4 million S corporations in the United States. This Comment addresses how the TCJA has highlighted an existing tension between the Bankruptcy and Tax Codes concerning whether S corporation shareholder termination rights granted under § 1362 of the Tax Code should constitute avoidable fraudulent transfers under § 548 of the Bankruptcy Code. Traditionally, courts have permitted bankruptcy trustees to unilaterally shift capital gains liabilities incurred from asset liquidation sales of insolvent S corporations to the businesses’ shareholders and characterize such terminations as fraudulent transfers. However, recent decisions in the Third and Fourth Circuits have restricted the trustee’s “Strong Arm” power to avoid S election terminations. The author considers this tension between the two codes as well as the TCJA’s implications on S corporation shareholders. It then finally makes a suggestion for creating an exception to the fraudulent transfer conveyance doctrine for S corporations

Translating the Cantor set by a random

We determine the constructive dimension of points in random translates of the Cantor set. The Cantor set "cancels randomness" in the sense that some of its members, when added to Martin-Lof random reals, identify a point with lower constructive dimension than the random itself. In particular, we find the Hausdorff dimension of the set of points in a Cantor set translate with a given constructive dimension

City-Suburban Desegregation and Forced Choices: A Review Essay of Susan Eaton\u27s The Other Boston Busing Story

This review essay critically evaluates Susan Eaton\u27s The Other Boston Busing Story, an interview-based study of African American alumni from Boston\u27s METCO voluntary city-to-suburb school desegregation program in the 1970s through the 1990s. The reviewers praise Eaton\u27s richly-textured representations of METCO alumni experiences, but they question whether the evidence supports her major policy claim that nearly all alumni would repeat the program if given the opportunity. Based on the reviewers\u27 parallel study of Hartford\u27s Project Concern alumni, the essay calls attention to forced choices faced by many African Americans in these city-suburban programs, and discusses the broader implications for contemporary policy debate on school desegregation and the vouchers movement