Examining the Social and Political Conditions that Allow for the Adoption of Modern School Desegregation Plans Open Access

Abstract

As school districts in the 21st century adopt desegregation plans, some of which employ the tools of the modern educational reform movement (i.e. school choice, magnet and charter schools), it is important to examine the social and political characteristics of districts that prioritize racial and socioeconomic integration in their schools (Potter, Quick, & Davies 2016). This research will attempt to identify and analyze the specific political factors that contribute to the adoption of modern desegregation plans by school districts in the US. Part I of the paper discusses a brief history of segregation in US Public schools, including an assessment of modern desegregation plans. Part II provides a theoretical framework for the social and political characteristics that may explain why certain districts adopt desegregation policies while others do not. Part III explains the data sources and operationalization of the independent and dependent variables. Part IV offers an analysis and interpretation of the findings from a logistic regression analysis of the determinants of the adoption of modern school desegregation plans based on analysis of 172 school districts. The study will conclude with a deeper analysis of the statistically significant factors of civic capacity and on-cycle elections and a list of recommendations for further studies.

Table of Contents

Table of Contents

I. Introduction

A. Segregation in US Public Schools

B. Innovation and Integration

II. Research Question and Outline

A. A Closer Look at the "New Wave of Integration"

III. Theoretical Framework

IV. Data, Sources, and Methods

V. Analysis and Implications

A. Case Studies in Civic Capacity

VI. Conclusion

VII. Works Cited

VIII. Appendix

About this Honors Thesis

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School	Emory College
Department	Political Science
Degree	BA
Submission	Honors Thesis
Language	English
Research Field	Education, Policy Political Science, General
Keyword	desegregation education policy
Committee Chair / Thesis Advisor	Rich, Michael, Emory University
Committee Members	Owens, Michael Leo, Emory University Siddle Walker, Vanessa, Emory University

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