Over 20 Trinity student researchers affiliated with the project have co-presented and/or co-authored research at nationally-recognized academic conferences and publications. See also a direct link to works in the Trinity College Digital Repository CSSP section.
Abstract: Contemporary patterns of racial isolation in the Hartford metropolitan region, as elsewhere across the country, stem from a mixture of historic and present-day policies. A number of past policies, promoted by both private and federal interests, encouraged racial segregation. Although these explicitly racist policies are no longer legal, research shows that their legacy often persists well beyond their termination. For example, historical data reveals long-term patterns of inequality that can be traced back to racist zoning codes of the past. Of the housing barriers that ethnic minorities within the US have faced in the 20th century, “redlining” is perhaps the most talked about—and for good reason. Redlining is the nickname given to the practice of rating certain neighborhoods as undesirable investment choices due to their racial and socioeconomic demographics. Banks then used these ratings when determining whether or not to authorize loan transactions for home purchases and improvements in those communities. By effectively directing capital investment away from “redlined” neighborhoods, this practice shaped the demographic patterns as well as the built environments of cities and suburbs across the US. HOLC redlining map
Abstract: "Hartford lawyer and Democratic delegate Simon Bernstein stuck out from his political peers at the 1965 Connecticut Constitutional Convention. While the Democratic and Republican chairmen of the time were entrenched in a debate over the state’s unequal political representation system, Bernstein dared to dream a little bigger. As a member of the Bloomfield Board of Education, Bernstein recognized that Connecticut was the only state that did not guarantee its citizens a constitutional right to an education. Bernstein thus decided to draft a new amendment to address this problem. After days of being ignored by his Democratic Party superiors and, finally, threatening to confront the media about his concerns, Bernstein’s request was met. Delegates at the 1965 Connecticut Constitutional Convention passed Bernstein’s amendment which guarantees free public education to every child. This set the stage for a series of prominent educational lawsuits, including Horton v. Meskill (1970), Sheff v. O’Neill (1989), and Connecticut Coalition for Justice in Education Funding (CCJEF) v. Rell (2005)"
Abstract: "In 1943, a dispute erupted between West Hartford residents and federal housing officials over whether or not African Americans should be allowed to live in the World War II public housing tract called Oakwood Acres. During this period, public housing tracts were created to shelter the many war workers and their families drawn to the Hartford area by the availability of defense-related jobs. The United States government funded these developments; therefore, local housing officials needed to abide by federal laws regarding occupancy. Federal Housing authorities eventually did require West Hartford to admit African Americans; however, town residents and leaders prevailed by specifying residency criteria in such a way as to maintain the demographic makeup of their virtually all-white community. Racist actions such as these, even when they occurred decades ago, have been factors in shaping the present-day demographics of West Hartford and other towns in the state."
Abstract: Students in the Cities, Suburbs & Schools seminar at Trinity College and I had the privilege of designing online data visualizations with CT Mirror journalists Jacqueline Rabe Thomas and Alvin Chang, which they recently published in their January 15, 2014 story,
Abstract: By the numbers: Integrating schools in CT data visualizations credited to Trinity students Emily Meehan, Savannah Reuben, and Elaina Rollins
Abstract: Spatial analysis refers to the distribution of a variable across geography. If all things were equal, we would expect student characteristics to be randomly distributed over space, but other factors may cause them to be dispersed or clustered. This study examines an in-depth analysis of Hartford Public School student-level data (grades 3-8) across four years (2008-09 to 2011-12), based on geocoding their home addresses to census block groups to identify spatial clustering and hot spots regarding student demographics, achievement, and magnet school enrollment.
Abstract: For nearly a decade, Trinity College students, colleagues and I have worked together on the Cities, Suburbs, and Schools Project to better understand the past and present relationship between public education and private housing in metropolitan Hartford, Connecticut. The CSS Project refers to the collective work done by undergraduates in the interdisciplinary seminar I teach, as well as independent studies, summer research assistantships, and other presentations and papers. Together, we formulate research questions from provocative readings from literature in history and the social sciences, and design studies using historical, qualitative, and/or quantitative methods to test these ideas in the Hartford region.
Abstract: "This thesis will seek to uncover the many reasons why the Sheff v. O’Neill decision remains largely unfulfilled 17 years later. Despite a court order to provide integration and years of research that suggest that removing children from racially isolated schools is beneficial, the political will to make the necessary changes has never materialized. A review of the research and progress since the decision was first announced suggests that this failure stems from a lack of incentivization for all of the major parties whose support would be necessary to turn the Sheff decision into a reality. Neither the state, the city, nor the suburbs see integration as a particularly appealing objective, and due to the nature of the Court’s decision, few measures are in place to incentivize their cooperation or punish their inaction. Students and parents undoubtedly have the most to gain from integration yet they have the least amount of power to influence the situation"
Abstract: This paper attempts to explain how Bloomfield, CT simultaneously maintains an integrated town population and an extremely segregated public schools population. By examining the intersection of race and class in regards to housing and education, this paper traces the transition of Bloomfield from a predominately white to a predominately African-American suburb, and the effect this change had on the public schools.The paper concludes with a discussion of opinions about Bloomfield, comparing popular perceptions of the town and schools to the lived experiences of former students and parents.
Abstract: Project Concern city-suburb Hartford region desegregation
Abstract: racial steering and block busting in Bloomfield
Abstract: Based on four years of student-level achievement and demographic data provided by the Hartford Public Schools (HPS), our quantitative analysis sought to answer two questions: (1) Continuity: Who stays and leaves the HPS dataset, and are these behaviors associated with student characteristics, school composition, or neighborhood demographics? (2) Clustering: Are high-achieving students widely distributed across the district, or are they more likely to be clustered with peers who have similar characteristics, or attend similar schools, or reside in similar neighborhoods? By analyzing statistically significant patterns among over 33,000 Hartford-resident HPS students in grades 3 to 8 from 2008-09 to 2011-12, we found that the proportion of high-achieving students who left the HPS dataset is not significantly different from the proportion who stayed (around 15 to 18 percent) over time, but there are significant differences in school zone, magnet school status, and other variables.
Abstract: This chapter examines how urban parents navigate the growth of public school choice policies and information on the Internet. We created SmartChoices, a public school search tool for the Hartford, Connecticut region, conducted parent workshops (with hands-on instruction in English and Spanish) to narrow the digital divide, and collected quantitative and qualitative data to investigate how it influenced their decision-making processes. Based on our small sample of ninety-three workshop participants, we found that two-thirds either clarified or changed their top-ranked school after receiving guidance on using the website. Furthermore, several also found what they defined as "better" schools (with higher test scores or more racially-balanced student populations) that were located closer to their neighborhood than their initial top-rated choices. But making information more widely available is not a neutral act, as some parents used our search tool to avoid schools with high concentrations of students from racial groups other than their own. Overall, this study contributes to the scholarly literature that views school choice as a double-edged sword, with potentially positive outcomes for some families and negative consequences for others left behind.
Abstract: "This thesis is an analysis of Career and Technical Education as a response to the low quality of public education in Hartford, Connecticut. Hartford Public Schools recently adopted the Career Academy model of CTE to restructure its failing high schools. This model is an improvement upon traditional forms of CTE, and graduation rates and test scores have increased since Hartford’s Academies opened in 2008. Still, whether Career Academies are an appropriate solution to the chronic underperformance of the city’s schools will depend upon their compatibility with the broader educational policies being implemented by the district and the State. The two primary policies to consider are school choice at the district level and desegregation at the state level. Career Academies are not perfectly compatible with either of these broader agendas. However, school choice and desegregation measures have their own limitations that will prevent them from generating lasting improvements. For either policy to work, Hartford will need high-performing local schools, yet neither school choice nor desegregation can create these schools on its own. Policy recommendations are offered for making Career Academies more compatible with the district’s and the State’s agendas in order for all systems to operate more effectively. Ultimately, Hartford’s history of racial and economic concentration needs to be reversed in order to achieve long-term success. Doing so can only be accomplished if the city has high-quality local schools with which to attract a diverse population, and Career Academies offer significant promise to fill this role at the high school level." (Sheff v O'Neill)
Abstract: In this preliminary analysis of Hartford Public School district choice applications from Spring 2010, the authors examine which Hartford students were more likely to voluntarily apply to another district school operated by the city. Among the 6,591 potential voluntary choosers in grades 3-7, only 227 (3%%) submitted voluntary district choice applications, and among these, the highest percentage (43%%) were willing to travel farther for a higher-scoring school. But when excluding about one-third of these students who listed the city's high-scoring district school (Achievement First) as their first choice, a large percentage (35%%) were willing to travel farther for a lower-scoring school.
Abstract: This qualitative study is designed to apply educational anthropologist John Ogbu’s cultural-? ecological theory of minority school performance to school choice by examining choice differences between two racially similar but ethnically different minority groups in the Hartford region. Parents in Harford, Connecticut, have several different public school choice options available to them, including intra-?district choice, regional magnet schools, and a suburban district transfer program known as Open Choice. For all of these options, school choice is designed to improve opportunities for Hartford students. Drawing on data from five interviews with West Indian immigrant parents and three interviews with native-?born African American parents, this study suggests that while Ogbu’s theory might sufficiently be able to explain differences regarding parental orientation to school choice and proximity, it indicates that the theory does not effectively explain ethnic differences in parental orientation to education in general or orientation to the local urban school system for African American and West Indian parents in Hartford. Additionally, given the exponential expansion of school choice policies within the last decade it is becoming increasingly important to question both the role of ethnicity in school choice and, more broadly, the effectiveness of school choice policies in low-?income minority communities nationally.
Abstract: When an oral history narrator shares her story in response to questions posed by an interviewer, and the recording and transcript are deposited in an archive, who holds the rights to these historical source materials? Who decides whether or not they may be shared with the public, quoted in a publication, or uploaded to the web? Who decides whether someone has the right to earn money from including an interview in a commercially distributed book, video, or website? Furthermore, does Creative Commons, a licensing tool developed by the open access movement to protect copyright while increasing public distribution, offer a better solution to these questions than existing oral history protocols?
Abstract: This conference session explores the theoretical and practical questions arising from digital history collaborations on issues of civil rights in U.S. history. Designed for a joint meeting of the Organization of American Historians and the National Council for Public History, the session speaks to historians engage in producing individual scholarship and interpretive exhibits. Panelists include Peter Liebhold (Bracero History Archive), Tom Ikeda (Densho: The Japanese American Legacy Project), Candace Simpson and Jack Dougherty (On The Line: Schooling, Housing, and Civil Rights web-book), Jasmine Alinder and Clayborn Benson (March on Milwaukee Civil Rights History Project).
Abstract: Suburban historians have generally neglected the role of schools as an explanatory factor in the transformation of twentieth-century U.S. metropolitan space, since public education does not fit neatly into their narrative. At the same time, educational historians have focused so intently on the rise and decline of big-city school systems that they have largely failed to account for suburbanization. This article seeks to bridge the gap by examining the rising practice of “shopping for schools,” the buying and selling of private homes to gain access to more desirable public school attendance zones. This case study of three communities near Hartford, Connecticut,traces the convergence of real estate interests, suburban homebuyers, and government officials, particularly as the postwar labor market increasingly rewarded higher levels of educational attainment. Shopping for schools not only brings together educational credentialism and suburban consumerism but also helps to explain increasing stratification among suburbs in recent decades. See author's copy at http://digitalrepository.trincoll.edu/cssp_papers/38/
Abstract: Unlike so many institutional accounts that merely offer a glorified tale of a long stady march toward educational progress, Collier directly challenges popular historical myths of Connecticut's allegedly superior public school system.
Abstract: SmartChoices, a web-based search tool now available in English and Spanish, empowers urban and suburban parents to navigate their public school choice options. This article explores the way in which users interact with and are influenced by SmartChoices, concluding that Test Goal, Test Gain and Racial Balance of the school were important factors to parents using the program. The conclusion also underscores the role of the "digital divide" in public school choice in Hartford. (Also deposited at http://www.ncspe.org/publications_files/OP189.pdf.)
Abstract: In 1970, in the North End of Hartford, Connecticut, a multicultural research action group named Education/Instruccion targeted institutional racism to address issues such as poverty, housing discrimination, and educational opportunity. This historical narrative explores how three activists (Julia Ramos, Ben Dixon, and Boyd Hinds) created the organization in their pursuit of social justice for African-Americans and Puerto Ricans in the city.
Abstract: SmartChoices, a Web-based map and data sorting application, empowers parents to navigate and compare their growing number of public school options in metropolitan Hartford, Connecticut. The tool, which has both English and Spanish versions, explores more than 200 options for public schooling in the Hartford metropolitan area. This article explores the creation of SmartChoices with student and community participation.
Abstract: Following the remedy presented for the Sheff v. O’Neill case in 1996 and the introduction of the Hartford Public School’s all-choice initiative, parents in Hartford had more choices than ever for their children’s education. This qualitative study explores the SmartChoices website, a bilingual tool to provide parents with information on their choices, and asks what types of parents participated, what information they got from the workshop, and, most importantly, how did parents incorporate what they learned from the website into their decision making?
Abstract: This initiative assesses access to neighborhoods of opportunity in state of Connecticut. Connecticut Fair Housing Center (CHFC) partnered with Kirwan Institute to perform research that leads to better understanding of how to support and promote inclusive, diverse communities of choice. CHFC looked to our work in the area of opportunity mapping in order to identify how fair housing can become more of an intervention point for marginalized communities across the state. Access to good education, affordable housing, quality of health care, employment and open space was assessed to create maps showing spatial distribution of opportunity in the state. The maps and findings were presented to our clients and stakeholders in Connecticut on Nov. 12, 2009.
Abstract: This project focuses on the development of interactive, map-based websites created to benefit members of a community. Beginning with a loom at earlier examples of personalized maps and the start of the online mapping revolution, this project will explore the ways in which maps, specifically Google Maps, can be used in order to create informative and useful online tools for community members. This project will focus on the creation and development of the Hartford SmartChoices website, a collaborative effort of Trinity College and ConnCAN (Connecticut Coalition for Achievement Now). Each chapter addess a stage of development, from the need addressed by the website to its usefulness, accessibility, popularity, and aesthetic qualities. Originally downloaded from http://www.devlinhughes.com/SmartChoices.
Abstract: History and policy, while often connected, also frequently clash with one another, especially in urban spaces. This chapter outlines three types of conflicting questions posed by historians and policymakers on the topic of urban education. The first, conflicting orientations on past, present and future, explores the most basic differences in thought between historians and policy makers. The second, conflicting purposes of historical interpretation, considers the different contexts shape conceptualization and use of history. The third, conflicting views on historical understanding versus policy action, focusing on the fundamental differences in the roles of these two groups. This chapter draws on examples from historical research and policy discussions in Hartford, Connecticut while also reflecting on the writings of other scholars.
Abstract: Home buyers exercise school choice when shopping for a private residence due to its location in a public school district or attendance area. In this quantitative study of one Connecticut suburban district, we measure the effect of elementary school test scores and racial composition on home buyers’ willingness to purchase single-family homes over a 10-year period, controlling for house and neighborhood characteristics. Overall, while both test scores and race explain home prices, we found that the influence of tests declined while race became nearly seven times more influential over our decade-long period of study. Our interpretation of the results draws on the shifting context of school accountability, the Internet, and racial dynamics in this suburb over time.
Abstract: In 1996, as the Supreme Court and the nation were retreating from school integration, Connecticut's judicial system was advancing with Sheff V. O'Neill. This chapter explores the case and it aftermath, as the judicial system stalled the process of desegregation and then explores and analyzes the results of Sheff I, a four year legal settlement that produced limited results. The case study continues on to explore the next legal remedy, Sheff II, and throughout, looks at our understanding of school desegregation policy by discussing what this voluntary plan has not yet achieved in Connecticut.
Abstract: Using spatial analysis tools such as GIS (Geographical Information Systems), this study maps the home addresses of city and suburban magnet school applicants, then uses the maps to start conversations with policy makers about how far students are willing to travel to attend certain schools.
Abstract: This study combines spatial analysis and door-to-door interviews to explore how three factors – school quality, geography and neighborhood racial demographics – influence parents’ choices regarding magnet schools, a key part of the Sheff v O'Neill school desegregation remedy in the Hartford region.
Abstract: This chapter seeks to bridge the historiographical gap between urban, suburban, and educational history by demonstrating how these works can inform one another. It highlights major books that have served as the foundations in each field over the past few decades, as well as the rising body of new scholarship that attempts to span the distance between them.
Abstract: This historical study examines legislative debates over public school funding in Connecticut in the post-World War II era, focusing on a narrative of shifting urban-rural-suburban political coalitions amid demographic changes.
Abstract: This report provides and in-depth, spatial look at the Sheff v. O’Neill case. Including maps that show the racial make-up of the Sheff Region (22 districts around Hartford) throughout time, suburb participation in Project Choice and the districts that send students to magnet schools, the report takes a visual approach to data, translating numbers to colorful, descriptive maps. The report also includes a timeline of the case, a look at some traditional data tables, data presented several different ways and a discussion of the progress made toward the Sheff goals.
Abstract: This socio-political analysis focuses on various coalition members’ roles in the design and implementation of the Learning Corridor, a $126 million complex of four interdistrict magnet schools, located in the predominantly Puerto Rican south side of Hartford, Connecticut. Drawing upon historical and qualitative research methods, it examines how different Latino politicians, activists, and parents viewed the original purpose of the magnet school project -- and how they continue to address conflicts that have arisen during the past five years of implementation. In addition to archival analysis of ten years of documents and statistics, the study draws upon twenty-nine semi-structured interviews with key advocates. Major findings reveal how city-suburban magnet schools have been a two-edged blade for Hartford’s Latino residents, resulting in important tangible and symbolic gains for some, but diluting benefits that were originally slated for Hartford’s neighborhood youth.
Abstract: This qualitative study explores how access to public schooling is bought and sold in the real estate market in West Hartford, Connecticut, based on interviews with recent homebuyers.
Abstract: This policy analysis focuses on interdistrict magnet schools, the factors that lead parents to apply to lotteries, and their overall contribution toward reducing segregation, improving test scores of low-income children, and eliminating the achievement gap.
Abstract: This quantitative study measures the influence of health, mobility, and socio-economic status on the racial/ ethnic achievement gap. Through information from parent and student surveys, as well as student grades from transcripts, scores from state-administered achievement tests, and district gathered information on whether or not the student was eligible for free/ reduced-price lunch, it analyzes influences on the achievement gap in a suburban school district, and finds significant effects of race/ ethnicity on achievement, socio-economic status, mobility, and one health factor, as well as significant effects of socio-economic status, mobility, and some health measures on achievement.
Abstract: This spatial analysis maps the home addresses of applicants to selected magnet schools in Hartford, Connecticut, and questions whether they are statistically representative of the population at large, specifically Latinos. Baased on an unpublished senior research project by Naralys Estevez in December 2005.
Abstract: This report, which includes maps, tables and text analysis, details the Sheff v. O’Neill school desegregation case. The report contains a brief chronology of the case, tables exploring the Sheff region by racial breakdown and magnet school attendance rates, and maps regarding racial composition of the 22 districts in the Sheff Region, locations of Magnet schools, and Hartford students enrolled in the Open Choice program. Throughout the report, the maps, tables and text analyze the Sheff standards and predict whether the Sheff goals will be met by June 2007. An excerpt also appeared in The Hartford Courant, Northeast Magazine, July 23, 2006. See also an updated version of this report, titled “Missing the Goal: A Visual Guide to Sheff v. O’Neill School Desegregation: June 2007” written by Jack Dougherty, Jesse Wanzer and Christina Ramsay.
Abstract: This presentation examines the Children’s Educational Opportunity (CEO) Foundation, a scholarship program designed to expand access for urban elementary children to private and parochial schools in the Hartford region. This study investigates who participates in the program, the schools the children attend, and whether the students who participate have comparable grades to their peers
Abstract: This case study explores causes and consequences of the shift in the racial population of the public schools in Bloomfield, Connecticut, a suburb of Hartford, during the 1960s and '70s.
Abstract: Based on interview and documents, this case study explores the implementation of the Learning Corridor, a campus of four interdistrict magnet schools adjacent to Trinity College in Hartford's South End, in the aftermath of the Sheff desegregation ruling.
Abstract: This qualitative study explores the label “Hispanic" and explores the creation of identity in the teenage years among Puerto Rican youth in the city of Hartford and the suburb of West Hartford.
Abstract: This policy analysis explores Connecticut's legal responsibilities and funding of interdistrict magnet schools, one of the key remedies in the Sheff school desegregation case.
Abstract: This historical study uses regression analysis to determine relationships between per-pupil expenditures and taxable property in Hartford County, Connecticut over six decades, focusing on 27 municipalities in Hartford County (in particular, Avon, Bloomfield, and West Hartford) to illustrate relationships between school spending and taxable property.
Abstract: This oral history study examines whether the quality or prestige of public schools factored into the motivations of city residents who migrated to suburbs such as Avon, Bloomfield, and West Hartford during the post-World War II era.
Abstract: Based on newspaper accounts and enrollment data, this historical study examines why suburban school districts did (or did not) voluntarily participate in the Project Concern integrating busing program in metropolitan Hartford, Connecticut.
Abstract: This presentation discusses the proposal for a metropolitan school district in the Hartford region, how it arose in the aftermath of the 1996 Sheff ruling, ways in which various parties responded, and reasons why the proposal did not succeed.
Abstract: This historical study examines the shift in location of Catholic parochial schools from urban to suburban space in metropolitan Hartford, Connecticut during the twentieth century, and examines actions by the Archdiocese and parishoners that left behind many Black and Latino students.
Abstract: This review essay critically evaluates Susan Eaton's The Other Boston Busing Story, an interview-based study of African American alumni from Boston's METCO voluntary city-to-suburb school desegregation program in the 1970s through the 1990s. The reviewers praise Eaton's richly-textured representations of METCO alumni experiences, but they question whether the evidence supports her major policy claim that nearly all alumni would repeat the program if given the opportunity. Based on the reviewers' parallel study of Hartford's Project Concern alumni, the essay calls attention to "forced choices" faced by many African Americans in these city-suburban programs, and discusses the broader implications for contemporary policy debate on school desegregation and the vouchers movement.
Abstract: Contrasting the roles of the “formal curriculum” and the “hidden curriculum,” this ethnographic study compares two metropolitan Hartford high schools that vary in socioeconomic status, and highlights cultural differences between them.
Abstract: This quantitative study measures achievement differences between students who enrolled in Open Choice (a city-to-suburb voluntary school integration busing program, previously known as Project Concern, and a key remedy in the Sheff case), versus applicants who were not admitted by lottery.
Abstract: Based on oral history interviews, this study examines the role of adults who supported Hartford minority children participating in Project Concern, a voluntary school integration city-to-suburban busing program that began in 1966.
Abstract: Following the Sheff v. O’Neill school desegregation case ruling in 1996, inter-district magnet schools became a remedy to reduce racial and economic isolation in Hartford, Connecticut’s public schools. This social psychology study explores the hypothesis that participation in an inter-district magnet school, whose purpose is to be racially integrated, promotes positive inter-racial attitudes among students as well as reducing negative attitudes
Abstract: This observational case study explores how an interdistrict magnet school strives to use the Montessori curriculum to create an environment where interracial relationships are the norm.
Abstract: Following the Sheff v. O’Neill school desegregation case in Hartford, Connecticut, the state increased funding for interdistrict magnet schools to reduce the racial, ethnic and economic barriers preventing students living in Hartford from equal educational outcomes compared to their suburban peers. This observational study focuses on the Montessori Magnet School in Hartford, exploring whether a magnet school environment, coupled with the Montessori philosophy of educating, is an effective ways to foster positive inter-racial attitudes, behaviors, and contact conditions.
Abstract: This historical study examines changing residential patterns of Hartford public school teachers amid broader policy debates about the shifting quality of city schools from 1950 to 1970.
Abstract: Following the result of the Connecticut Supreme Court case Sheff v. O’Neill, Interdistrict Magnet Schools developed to foster excellence in academics and reduce racial, ethnic, or economic isolation. Magnet schools are a part of the voluntary solution to the Sheff case, responding by providing an integrated schooling opportunity. However, are magnet schools really an effective solution to Sheff v. O’Neill? This in-depth study analyzes Hartford area school enrollment data, the low percentages of students attending these magnet schools, racial compositions of sending and receiving districts and the Capitol Region Education Council (CREC). The report concludes that Connecticut must spend more money on the magnet school program to make it a viable solution to the Sheff case.
Manual list by author: (*update: Zotero generated bib to RTF & paste)
Agosto, Jasmin. “Fighting Segregation, Teaching Multiculturalism: The Beginning of the Education/Instruccion Narrative of the 1970s Hartford Civil Rights Movement.” Educational Studies Senior Research Project, Trinity College, 2010. http://digitalrepository.trincoll.edu/cssp_papers/10.
Banks, Dana, and Jack Dougherty. “City-Suburban Desegregation and Forced Choices: A Review Essay of Susan Eaton’s ‘The Other Boston Busing Story’.” Teachers College Record 105 (2004): 985–998. http://digitalrepository.trincoll.edu/facpub/21/.
Beckett, Grace. “Suburban Participation in Hartford’s Project Concern School Desgregation Program, 1966-1998.” Educational Studies Senior Research Project, Trinity College, 2004. http://digitalrepository.trincoll.edu/cssp_papers/11/.
Blacklaw, Nicola. “The Presence of Contact Conditions in a Magnet School.” Educational Studies Senior Research Project, Trinity College, 2002. http://digitalrepository.trincoll.edu/cssp_papers/12/.
Coyne, Courteney. “Reputations and Realities: A Comparative Study of Parental Perceptions, School Quality and the SmartChoices Website.” Educational Studies Senior Research Project, Trinity College, 2010. http://digitalrepository.trincoll.edu/cssp_papers/14/.
DelConte, Matthew, Sushil Trivedi, Diane Zannoni, and Jack Dougherty. “Who Chooses? A Preliminary Analysis of Hartford Public Schools.” presented at the Presentation by the Cities Suburbs & Schools Project at Trinity College, Hartford, CT, January 2012. http://digitalrepository.trincoll.edu/cssp_papers/37.
DePina, Antonio. “Comparing Suburban School Culture in Metropolitan Hartford: How Does the Formal and Hidden Curriculum Vary Across Two High Schools?” Educational Studies Senior Research Project, Trinity College, 2003. http://digitalrepository.trincoll.edu/cssp_papers/15/.
Dougherty et al., Jack. “Whose Civil Rights Stories on the Web? Authorship, Ownership, Access and Content in Digital History.” Milwaukee, WI, 2012. http://digitalrepository.trincoll.edu/cssp_papers/40/.
Dougherty, Jack. “Book Review of Christopher Collier, Connecticut’s Public Schools: A History, 1650-2000.” Connecticut History 50, no. 1 (Spring 2011): 120–22. http://digitalrepository.trincoll.edu/cssp_papers/41.
———. “Bridging the Gap Between Urban, Suburban, And Educational History.” In Rethinking the History of American Education, edited by William Reese and John Rury, 245–259. New York: Palgrave MacMillan Press, 2007. http://digitalrepository.trincoll.edu/cssp_papers/5/.
———. “Conflicting Questions: Why Historians and Policymakers Miscommunicate on Urban Education.” In Clio at the Table: Using History to Inform and Improve Education Policy, edited by Kenneth Wong and Robert Rothman, 251–62. New York: Peter Lang, 2009. http://digitalrepository.trincoll.edu/cssp_papers/4/.
———. “Shopping for Schools: How Public Education and Private Housing Shaped Suburban Connecticut.” Journal of Urban History 38, no. 2 (March 2012): 205–224. http://juh.sagepub.com/content/38/2.
———. “SmartChoices: A Geospatial Tool for Community Outreach and Educational Research.” Academic Commons (August 20, 2010). http://www.academiccommons.org/commons/essay/smartchoices-geospatial-tool.
Dougherty, Jack, Naralys Estevez, Jesse Wanzer, David Tatem, Courtney Bell, Casey Cobb, and Craig Esposito. A Visual Guide to Sheff V. O’Neill School Desegregation. Hartford, Connecticut and Storrs, Connecticut: The Cities, Suburbs and Schools Research Project at Trinity College and the University of Connecticut Center for Education Policy Analysis, July 2006. http://digitalrepository.trincoll.edu/cssp_papers/7/.
Dougherty, Jack, Jeffrey Harrelson, Laura Maloney, Drew Murphy, Russell Smith, Michael Snow, and Diane Zannoni. “School Choices in Suburbia: Test Scores, Race, and Housing Markets.” American Journal of Education 115, no. 4 (August 2009): 523–548. http://digitalrepository.trincoll.edu/cssp_papers/1.
Dougherty, Jack, and Candace Simpson. “Who Owns Oral History? A Creative Commons Solution.” In Oral History in the Digital Age, edited by Doug Boyd, Steve Cohen, Brad Rakerd, and Dean Rehberger. Washington, DC: Institute of Library and Museum Services, 2012. http://ohda.matrix.msu.edu/2012/06/a-creative-commons-solution/.
Dougherty, Jack, Jesse Wanzer, and Christina Ramsay. Missing the Goal: A Visual Guide to Sheff V. O’Neill School Desegregation: June 2007. Hartford, Connecticut and Storrs, Connecticut: The Cities, Suburbs and Schools research project at Trinity College and the University of Connecticut Center for Education Policy Analysis, 2007. http://digitalrepository.trincoll.edu/cssp_papers/6/.
———. “Sheff V. O’Neill: Weak Desegregation Remedies and Strong Disincentives in Connecticut, 1996-2008.” In From the Courtroom to the Classroom: The Shifting Landscape of School Desegregation, edited by Claire Smrekar and Ellen Goldring, 103–127. Cambridge, MA: Harvard Education Press, 2009. http://digitalrepository.trincoll.edu/cssp_papers/3/.
Dougherty, Jack, Diane Zannoni, Maham Chowhan, Courteney Coyne, Benjamin Dawson, Tehani Guruge, and Begaeta Nukic. “How Does Information Influence Parental Choice? The Smart Choices Project in Hartford, Connecticut.” National Center for the Study of Privatization in Education (NCSPE) no. Occasional Paper 189 (April 28, 2010). http://digitalrepository.trincoll.edu/cssp_papers/2/.
———. “School Information, Parental Decisions, and the Digital Divide: The SmartChoices Project in Hartford, Connecticut.” In Educational Delusions? Why Choice Can Deepen Inequality and How to Make Schools Fair, by Gary Orfield and Erica Frankenberg, 219–237, 219–237. Berkeley: University of California Press, 2013. http://www.ucpress.edu/book.php?isbn=9780520274747.
Estevez, Naralys, and Jack Dougherty. “Do Magnet Schools Attract All Families Equally? A GIS Mapping Analysis of Latinos.” Conference Paper presented at the American Eduational Research Association annual meeting, San Francisco, CA, April 10, 2006. http://digitalrepository.trincoll.edu/cssp_papers/16/.
Green, Carmen. “Catholic Schools, Racial Change, and Suburbanization, 1930-2000.” Conference Paper presented at the History of Education Society meeting, Kansas City, Missouri, November 5, 2004. http://digitalrepository.trincoll.edu/cssp_papers/13/.
Gutmann, Laurie. “Whose Concern Matters?: Student Support and Project Concern.” Educational Studies Senior Research Project, Trinity College, 2003. http://digitalrepository.trincoll.edu/cssp_papers/17/.
Hughes, Devlin. Designing Effective Google Maps for Social Change: A Case Study of SmartChoices. Hartford, Connecticut: Author, 2009. http://digitalrepository.trincoll.edu/cssp_papers/8/.
Jacobs, Erin. “Educating Inner-City Children in Suburban Schools: A Randomized Study of Majority-to-Minority Transfer and Achievement in Connecticut.” Senior Honors Thesis, Department of Sociology, Cornell University, 2003. http://digitalrepository.trincoll.edu/cssp_papers/21/.
Kaminski, Sarah. “Magnet Schools: An Effective Solution to Sheff V. O’Neill?” The Trinity Papers 21 (2002): 63–71. http://digitalrepository.trincoll.edu/cssp_papers/9/.
Katz, Jacqueline. “Historical Memory and the Transformation of City and Suburban Schools.” Educational Studies Senior Research Project, Trinity College, 2004. http://digitalrepository.trincoll.edu/cssp_papers/27/.
Lawrence, Eric. “Teacher Suburbanization & The Diverging Discourse on Hartford Public School Quality, 1950-1970.” American Studies senior research project, Trinity College, 2002. http://digitalrepository.trincoll.edu/cssp_papers/35/.
MacDonald, David. “Choosing Integration: The Significance of Academic Performance in Suburban Families Choosing a Hartford Magnet School.” Public Policy graduate course paper, Trinity College, 2006. http://digitalrepository.trincoll.edu/cssp/.
———. “The Funding of Interdistrict Magnet Schools in Connecticut: A Failed Approach to Addresssing the Sheff Vs. O’Neill Connecticut Supreme Court Ruling?” Public Policy graduate course paper, Trinity College, 2005. http://digitalrepository.trincoll.edu/cssp_papers/34/.
Moore, Heather. “Private School Choice and Educational Outcomes in Metropolitan Hartford.” Cities, Suburbs and Schools Research Project, Hartford, Connecticut, July 2005. http://digitalrepository.trincoll.edu/cssp_papers/36.
Nieves, Nivia. “Shaping the Learning Corridor Interdistrict Magnet Schools, 1990s to the Present.” Educational Studies Senior Research Project, Trinity College, 2005. http://digitalrepository.trincoll.edu/cssp/.
Nieves, Nivia, and Jack Dougherty. “Latino Politicians, Activists, and Parents: The Challenge of Implementing City-Suburban Magnet Schools.” Conference Paper presented at the American Educational Research Association annual meeting, San Francisco, CA, April 10, 2006. http://digitalrepository.trincoll.edu/cssp_papers/30/.
Pennington, Lis, Emily Steele, and Jack Dougherty. “A Political History of School Finance Reform in Metropolitan Hartford, Connecticut, 1945-2005.” Conference Paper presented at the American Educational Research Association meeting, Chicago, Illinois, April 2007. http://digitalrepository.trincoll.edu/cssp_papers/29/.
Perkins, Kelli. “Public Schools and Private Real Estate Markets, 1940-2000.” Educational Studies Senior Research Project, Trinity College, 2004. http://digitalrepository.trincoll.edu/cssp_papers/28/.
Price, Brittany. “The Usage of Maps in Facilitating Conversations with Stakeholders About Educational Desgregation in Hartford.” Educational Studies Senior Research Project, Trinity College, 2009. http://digitalrepository.trincoll.edu/cssp_papers/26/.
Ramsay, Christina, Cintli Sanchez, and Jesse Wanzer. Shopping for Homes and Schools: A Qualitative Study of West Hartford, Connecticut. Cities, Suburbs, and Schools Project. Hartford, Connecticut: Trinity College, December 2006. http://digitalrepository.trincoll.edu/cssp_papers/25/.
Reuman, David. “Effects of An Inter-District Magnet Program On Inter-Racial Attitudes At School.” Conference Paper presented at the American Educational Research Association meeting, Chicago, Illinois, April 25, 2003. http://digitalrepository.trincoll.edu/cssp_papers/32/.
Schofield, Molly. “Increasing Interracial Relationships.” Educational Studies Senior Research Project, Trinity College, 2002. http://digitalrepository.trincoll.edu/cssp_papers/24/.
Simonds, Rebecca. “Conflict and Identity: Puerto Rican Teens in Metropolitan Hartford.” International Studies senior thesis, Trinity College, 2005. http://digitalrepository.trincoll.edu/cssp_papers/23/.
Walsh, Nathan. “Minority Status and School Choice: The Experiences of Native-Born African American and West Indian Immigrants in Hartford.” Senior Thesis, Educational Studies Program, Trinity College, 2012. http://digitalrepository.trincoll.edu/cssp_papers/39.
Wanzer, Jesse, Heather Moore, and Jack Dougherty. “Race and Magnet School Choice: A Mixed-Methods Neighborhood Study in Urban Connecticut.” Conference Paper presented at the American Educational Research Association meeting, New York, New York, March 28, 2008. http://digitalrepository.trincoll.edu/cssp_papers/22/.
Wetzler, Rebecca. “The Effects of Health, Mobility, and Socio-Economic Status Factors on the Race Gap in Achievement.” Psychology senior thesis, Trinity College, 2006. http://digitalrepository.trincoll.edu/cssp_papers/20/.
Williams, Jennifer. “The Unthinkable Remedy: The Proposed Metropolitan Hartford School District.” Presentation for the Cities Suburbs Schools Project at Trinity College, Hartford, Connecticut, Summer 2004. http://digitalrepository.trincoll.edu/cssp_papers/19/.
Young, Aleesha. “Real Estate, Racial Change, and Bloomfield Schools in the 1960s and ’70s.” Educational Studies Senior Research Project, Trinity College, 2005. http://digitalrepository.trincoll.edu/cssp_papers/18/.
Zannoni, Diane, Jack Dougherty, Ben Rudy, and Evan Sternberg. Student Continuity and Achievement Clustering in Hartford Public Schools, 2008-2012: A Preliminary Data Report. Cities, Suburbs, and Schools Project. Hartford, CT: Trinity College, January 18, 2013. http://digitalrepository.trincoll.edu/cssp_papers/42/.