Backpedaling Toward Plessy

When the Supreme Court overturned two desegregation plans, the majority opinion was based on a distortion of both programs, and of the history of desegregation in general

The Strange History of School Desegregation

The past -- and future -- of desegregation in the United States

A Hero for All Time?

Book review of: Rousmaniere, K. (2005). Citizen Teacher: The Life and Leadership of Margaret Haley. New York: State University of New York Press

Introduction: What Difference Did the Coleman Report Make?

The Coleman Report For this History of Education Quarterly Policy Forum, we look at the historical significance of the 1966 Coleman Report from several different perspectives. The four main essays published here originated as presentations for a session on “Legacies of the Coleman Report in US Thought and Culture” at the History of Education Society annual meeting in Providence, Rhode Island, in November 2016. Presenters for that session— Zoë Burkholder, Victoria Cain, Leah Gordon, and Ethan Hutt—went on to participate in an HES-sponsored session entitled “Currents in Egalitarian Thought in the 1960s and 1970s: The Coleman Report in American Politics, Media, and Social Science” at the Organization of American Historians meeting in New Orleans in April 2017. Thinking that their reflections on the reception and influence of the Coleman Report in different contexts would be of broad interest to HEQ readers, we asked members of the panel to comment on each other\u27s papers and revise them for this Forum. We then invited Harvey Kantor of the University of Utah and Robert Lowe of Marquette University to write an introduction summarizing the origins and findings of the Coleman Report, along with their own assessment of what the presenters’ essays teach us about its long-term significance. What follows are Kantor and Lowe\u27s Introduction, “What Difference Did the Coleman Report Make?,” together with substantive essays by Zoë Burkholder of Montclair State University, Victoria Cain of Northeastern University, Leah Gordon of Amherst College, and Ethan Hutt of the University of Maryland

Reflections on History and Quality Education

This essay questions the commonly held assumption that schools today are worse academically than they were in the past. It argues that schools have seldom been chiefly interested in intellectual inquiry. Nor have they ever been committed to providing a quality intellectual education to all students. We argue that if history has anything to tell us about quality education today, it is not that we must try to recapture a lost age of academic excellence but that we cannot create truly excellent schools without addressing the inequities that have long been embedded in them or without understanding how those marginalized by the educational system have struggled to confront inequities

After the In-Service Course: Challenges of Technology Integration

This case study chronicles one teacher\u27s experience in the semester after an in-service course, Using Technology for Instruction and Assessment. Results suggest that success in the course and good intentions do not necessarily translate into dramatic change in methods or media of instruction. Student mobility and special needs, unexpected administrative mandates, the anxiety of being judged as competent based on standardized test results, poorly designed classrooms, insufficient time to master new software, and habitual ways of conceptualizing what and how students should learnall complicate efforts to help students use computers to construct meaning and represent their learning to others. Certainly, a professional development course is just one variable in a complex equation which has, as its solution, transformative teaching