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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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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: 13 October 2019

A Focus of Conflict III

A Focus of Conflict III

Year-Round Schools

Chapter:
(p.65) 5 A Focus of Conflict III
Source:
End of Consensus
Author(s):

Toby L. Parcel

Andrew J. Taylor

Publisher:
University of North Carolina Press
DOI:10.5149/northcarolina/9781469622545.003.0005

This chapter examines Wake's considerable use of year-round schooling. Wake year-round school assignments started in 1989 as a cost-saving measure. Year-round schools began as an optional magnet program, but in 2006, with an exploding population and limited finances, the school board effectively made year-round schools mandatory in many rapidly growing communities. The policy presented significant challenges to many families and further antagonized school board opponents already disagreeable over assignment and other policies. It motivated them to become better organized, to support particular school board candidates, and to file a lawsuit against the board. This chapter presents survey and interview data to show citizen sentiments regarding year-round schools. The results demonstrate that wealthier residents with fewer children were more supportive of year-round schools, presumably because they were better positioned to manage the challenges posed by the schedule.

Keywords:   year-round schools, Wake County, school board, mandatory

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