| On Equal Terms: The Constitutional Politics of Educational Opportunity Revised Edition Contributor(s): Reed, Douglas S. (Author) |
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ISBN: 069111370X ISBN-13: 9780691113708 Publisher: Princeton University Press OUR PRICE: $39.90 Product Type: Paperback - Other Formats Published: April 2003 Annotation: "This is a bold, expansive book addressing a critical set of issues found at the vortex of law and policy in general and state constitutionalism and school finance reform in particular. It is an important and timely work."--Michael Heise, Case Western Reserve University School of Law ""On Equal Terms" is terrific. It is an intriguing, well-written, multifaceted analysis of an issue that deeply affects many Americans but has hardly been addressed by social scientists. It contains great substantive richness, methodological diversity, and theoretical depth."--Jennifer Hochschild, Princeton University, author of "Facing Up to the American Dream" (Princeton) |
| Additional Information |
| BISAC Categories: - Law | Educational Law & Legislation - Social Science | Discrimination & Race Relations - Education | Finance |
| Dewey: 344 |
| Series: Constitutional Politics of Educational Opportunity |
| Physical Information: 0.65" H x 6.4" W x 9.08" (0.82 lbs) 264 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: Since Brown v. Board of Education and the desegregation battles of the 1960s and 1970s, the legal pursuit of educational opportunity in the United States has been framed largely around race. But for nearly thirty years now, a less-noticed but controversial legal campaign has been afoot to equalize or improve the resources of poorly funded schools. This book examines both the consequences of efforts to use state constitutional provisions to reduce the resource segregation of American schools and the politics of the opposition to these decisions. On Equal Terms compares the relative success of school finance lawsuits to the project of school desegregation and explores how race and class present sharply different obstacles to courts. Since a 1973 U.S. Supreme Court decision that effectively deferred to the states in the matter of educational equity, about a third of state judiciaries have mandated reform of state-level educational funding systems. Douglas Reed analyzes both the rhetoric of reform and the varying effects of these controversial decisions while critiquing the courts' failure to more clearly define educational equity. Well-written with keen insight throughout, the book concludes with an intriguing policy proposal that acknowledges obstacles to such efforts. This proposal aims to enhance education by fostering racial and economic integration locally. Setting the stage for a more coherent debate on this controversial issue and expanding our understanding of constitutional design, On Equal Terms will have far-reaching implications for law, public policy, politics, and not least, the future of American education. |