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End of ConsensusDiversity, Neighborhoods, and the Politics of Public School Assignments$
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Toby L. Parcel and Andrew J. Taylor

Print publication date: 2015

Print ISBN-13: 9781469622545

Published to North Carolina Scholarship Online: January 2016

DOI: 10.5149/northcarolina/9781469622545.001.0001

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Assigning Children to Public Schools

Assigning Children to Public Schools

(p.1) 1 Assigning Children to Public Schools
End of Consensus

Toby L. Parcel

Andrew J. Taylor

University of North Carolina Press

This chapter focuses on public school assignments in Wake County, North Carolina. It begins by highlighting the importance of education as a placement mechanism in our society, as well as the importance of diversity in school assignments for promoting upward mobility. It then introduces social capital theory and examines how various types of social capital, including bridging, bonding, norms, and trust, operate within families and among families, schools, and communities. The chapter describes two models of public school assignment: one based on neighborhood schools, the other based on diversity. It demonstrates how heterogeneity in public school assignments and reliance on neighborhood schools relate to social capital in different ways. It also provides basic information on the size and geography of Wake County, which play a role in the county's school assignment policy change.

Keywords:   Wake County, public school assignment, public schools, neighborhood schools, diversity, social capital

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