The landmark Supreme Court decision in Brown v. the Board of Education of Topeka (1954) initiated a long and fitful process of school desegregation in the United States. After a decade of governmental disinterest and hostility, the Civil Rights Act of 1964 marked the beginning of a federal push toward integration. However, this enthusiasm waned only a decade later and educational desegregation was never again a priority in Washington. As a result, school integration stalled and eventually collapsed, creating contemporary facilities that are more racially concentrated than they were in the 1980s. Despite all of this, the case for educational integration remains strong. This thesis explores the importance of desegregation and examines three main potential avenues for reform. The first mechanism assessed is school choice, both as a separate system and in relation to traditional public schools. This is followed by an exploration of financial incentives. Proposals in this section include a refocusing of the Elementary and Secondary Education Act Title I grants, passing the Strength in Diversity Act, supplementing the Metropolitan Council for Educational Opportunity and Open Choice programs, and encouraging novel state efforts. Finally, housing policies focused on the promotion of residential desegregation are analyzed, incorporating a discussion of three federal initiatives (the Low-Income Housing Tax Credit, the Section 8 Housing Choice Voucher Program, and the Community Reinvestment Act), broader affordable housing, and gentrification. The thesis concludes with comprehensive recommendations for reform. While all three methods can have a role to play in the process of school integration, emphasis is placed on the nexus of residential segregation and educational segregation.
"},{"label":"Degree","value":["Bachelor of Arts with Departmental Honors"]},{"label":"Author-supplied Keywords","value":["Education","Desegregation","Policy"]},{"label":"Administrative Note","value":"Drupal Node ID: 23777