{"title":"16th Annual AERA <i>Brown</i> Lecture in Education Research “A Shade Less Offensive”: School Integration as Radical Inclusion in the Pursuit of Educational Equity","authors":"Prudence L. Carter","doi":"10.3102/0013189x231187319","DOIUrl":"https://doi.org/10.3102/0013189x231187319","url":null,"abstract":"The historical record reveals that in the final opinion of the landmark school segregation case Cooper v. Aaron, the U.S. Supreme Court justices intentionally used the term “desegregation” rather than “integration” to soften the ire of those opposed to the Brown v. Board of Education decision. The justices believed that Southern resisters to integrations would find the former term “a shade less offensive” than the latter. In this lecture, education scholar and sociologist Prudence Carter reverses that logic and discusses why educational practices of “radical inclusion” are “a shade less offensive” today than mere desegregation in light of persistent educational disparities by race, ethnicity, and class. Carter draws on her original research and other social science evidence to show why societies marred by social and economic divides continue to struggle with the realization of integration in schools and communities. In her commentary on multiple dimensions of educational inequality, she highlights policies and evidence-based practices that have the potential to bring us closer to equity in schools and society.","PeriodicalId":11404,"journal":{"name":"Educational Researcher","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135982379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Dynamics and Measurement of High School Homelessness and Achievement","authors":"Rajeev Darolia, Andrew Sullivan","doi":"10.3102/0013189x231175142","DOIUrl":"https://doi.org/10.3102/0013189x231175142","url":null,"abstract":"How school districts measure homelessness among their students has implications for accountability and funding, as well as for supporting student success. Yet, measuring homelessness among high school students is challenging because students move in and out of experiencing it. Using administrative student-level data from a mid-sized public school district in the southern United States, we show that different commonly used procedures to measure which students are considered homeless can yield markedly different estimates of high school graduation rates for these students. This is largely because of differences in how districts classify students who experience homelessness but later become housed. To address the potentially negative effects of housing insecurity on academic achievement, it is important to first identify a common way to diagnose the problem.","PeriodicalId":11404,"journal":{"name":"Educational Researcher","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135642165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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