Jump to ContentJump to Main Navigation
End of ConsensusDiversity, Neighborhoods, and the Politics of Public School Assignments$
Users without a subscription are not able to see the full content.

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

Show Summary Details
Page of

PRINTED FROM UNIVERSITY OF NORTH CAROLINA PRESS SCHOLARSHIP ONLINE (www.northcarolina.universitypressscholarship.com). (c) Copyright University of North Carolina Press, 2019. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in NCSO for personal use.date: 16 October 2019

A Focus of Conflict I

A Focus of Conflict I

Wake Schools’ General Student Assignment Policy

Chapter:
(p.33) 3 A Focus of Conflict I
Source:
End of Consensus
Author(s):

Toby L. Parcel

Andrew J. Taylor

Publisher:
University of North Carolina Press
DOI:10.5149/northcarolina/9781469622545.003.0003

This chapter focuses on the general assignment policy of the Wake school board. It emphasizes that disagreements about the conflicting cultural models of public education were a leading cause of the breakdown of Wake's consensus. Wake initially assigned students in order to balance schools by race, but as districts across the country came under political and legal pressure to end the practice, the school board utilized socioeconomic status. Supporters argued that the approach was fair, essential to the system's overall academic achievement, made the area attractive to newcomers, and involved the busing of only a small proportion of students for diversity reasons. Advocating the neighborhood model, opponents argued that diversity restricted choice, caused hardship by assigning children far from their homes, undermined collective academic performance, and constituted a form of social engineering. The chapter presents survey results demonstrating that, although inversely correlated according to media coverage, respondent preferences for diversity and neighborhood schools were not diametrically opposed. The findings suggest that neighborhood schools had a high degree of support among many citizens, but a subset was also very supportive of diversity. This chapter also investigates diversity preferences by race and shows that African American views on school assignment policies were very different from whites' views.

Keywords:   Wake County, student assignment policy, neighborhood schools, racial diversity, socioeconomic diversity

North Carolina Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.

Please, subscribe or login to access full text content.

If you think you should have access to this title, please contact your librarian.

To troubleshoot, please check our FAQs , and if you can't find the answer there, please contact us .