The \u27Compelling Government Interest\u27 in School Diversity: Rebuilding the Case for an Affirmative Government Role

How far does Justice Kennedy’s “moral and ethical obligation” to avoid racial isolation extend? Does the obligation flow primarily from Supreme Court case law, does it derive from an evolving consensus in the social sciences, or does it also have a statutory basis in Title VI and other federal law? In addition to its value as a justification for non-individualized, race-conscious remedial efforts by state and local governments, does the compelling interest identified in Parents Involved also suggest an affirmative duty on the part of the federal government? And if so, how far does this affirmative duty extend, and how might it be enforced? This Article will attempt to answer these questions by exploring the potential legal sources of the federal government’s powers and duties with respect to avoiding racial isolation in the public schools and to the government’s affirmative obligation to promote integration. Part I will explore sources of legal authority for affirmative school diversity policies at the federal executive level. Part II will propose a new, more proactive approach to assessing state and local segregation impacts that the Department of Education could adopt within its existing Title VI authority. Part III will identify non-prescriptive funding incentives that the Department could include in its competitive grant programs to support school diversity. Finally, Part IV will suggest data metrics the Department could include in its data reporting programs to incentivize performance by state governments and local districts. In sum, the federal government has multiple tools at its disposal to advance the promise of Brown and Parents Involved. Its continuing failure to assert these inherent powers will inexorably result in increasing segregation at the local level

Leistungsbewertungen, Prüfungen, Verschulung. Ein Beitrag aus studentischer Sicht

Die Autorin beleuchtet die drei Themen „Leistungsbewertungen, Prüfungen, Verschulung“ in Bezug auf die BA- und MA-Struktur an der Universität Bremen. „Leistungsbewertungen, Prüfungen, Verschulung“ war ebenfalls Titel einer Arbeitsgruppe der DGfE-Tagung zur Lehrerbildung in den neuen Studienstrukturen. Als „Studentin der ersten Kohorte in der neuen Studienstruktur“ nimmt sie eine „durch praktische Erfahrungen geprägte Perspektive“ ein. (DIPF/ ssch

Evolve: Language-Driven Engineering in Industrial Practice

In general software projects still, have a very high failure rate. We noticed that one of our projects did not gather pace. It was delayed from the beginning and on the way to fail. After investigating the development process, we located the issue in the chosen architecture of the software. Although the used technology has many advantages, it handicapped the application developers by the cumbersome architecture. The challenge was how we could keep the advantages, but simplify the work of the application developers. We came up with the approach to build a toolkit and family of dedicated Domain-Specific Languages which is developed alongside the project. We called it Evolve, and it is built upon the Language-Driven Engineering paradigm. We were able to salvage the project and establish Evolve in the development process of related applications. With Evolve we successfully brought Language-Driven Engineering to industrial practice. It will play a major role in our future software development

Coordinated Action on School and Housing Integration: The Role of State Government

In this essay, we assess the prospects for more coordinated government efforts to address housing and school segregation at the federal, state and local level. We conclude that multiple barriers to concerted action at the federal and local level, particularly to addressing racial and economic segregation across local boundaries, suggest a more central role for state governments than has previously been the case. State-level laws and programs can succeed as drivers of integration in a way that is distinct from either federal or local interventions, because of the state’s direct control over the key policies that drive modern school and housing segregation

State Support for Local School Construction: Leveraging Equity and Diversity

Government policies and actions have created, promoted, and maintained housing and school segregation, and the ways in which they directly and indirectly have perpetuated and continue to perpetuate segregation have been thoroughly documented. School construction has historically been one of the policies that drive segregation, and yet today, states and localities continue to invest in school construction without considering its impacts on segregation.A growing number of states have policies that positively address resource equity in school construction, distributing capital resources based on district wealth (although as we will address below, these policies are not always implemented with actual funding), but almost no states require any consideration of diversity or segregation in their school construction decision- making processes, even though this is a major factor affecting educational equity.This report/analysis provides an overview of the historical relationship of school construction and school segregation, including evidence of school construction policies in key desegregation court cases. It then describes the state role in local school construction today, highlights key trends and themes of this role, and provides two case studies that help to showcase examples of state participation in school construction, including successes and challenges. It ends by providing recommendations for states to better leverage their influence over local school construction to avoid perpetuating school segregation, and actively support school diversity