Educational Studies 308: Cities, Suburbs, and Schools seminar
Fall 2013 syllabus – see also syllabi from prior years
Wednesdays 1:15-3:55pm, Life Sci 135, Trinity College (CT)
Associate Professor Jack Dougherty (email), McCook 302; phone 860-297-2296
See my office hours and instructions for making appointments
Course description: Our theme this semester is Housing and Schooling through Stories and Data. This upper-level undergraduate seminar operates as a team research workshop. We closely examine studies of cities, suburbs, and schooling in the metropolitan Hartford area, and create our own small-scale studies to develop research skills in two areas: historical (interpreting archival sources on housing discrimination and civil rights) and quantitative (creating interactive data visualizations on school choice policies). In addition, the seminar builds students’ experience with tools for digital scholarship and writing for the web. For the community learning experience, the seminar partners with local organizations to develop our research questions and discuss the significance of our findings. Prerequisite: Ed 200 or the Cities Program or permission of instructor. (Cross-listed with American Studies and Public Policy & Law.) Enrollment limited to 20.
Requirement: Each student must bring a laptop computer (not a tablet) for web-based writing, mapping, and data analysis in class. Any laptop with WiFi and current browsers will be sufficient. One inexpensive option is the $249 Samsung Chromebook (see review by Trinity’s Jason Jones). Let me know if you need help with this requirement.
Schedule of classes and assignments:
While the overall workload will not change, minor updates will appear in red. See links for class resources available online, though some require Trinity network access (see Connecting from off-campus with VPN).
Wed Sept 4 Introduction to Homes & Schools
- Introduction to syllabus & prior years, readings, how to succeed, assignments
- Please fill out this student information form
- Free-write: Why are you enrolled in this seminar, and what do you hope to learn?
- How to crowd-write and comment on a shared Google Document
- Begin assigned role in Home (and School) Buying Simulation (feel free to download Google Doc)
- How to create a post in WordPress: profile, visual editor, categories, publish
- How to create and access your other sites on Trinity Commons WordPress platform
- How to capture a screenshot with Mac or Windows commands, or Skitch
- How to insert images, with captions for source credit, in WordPress *needs update
Assign Exercise 1: Login to our class site (via the sidebar) and write a post that describes your assigned profile, results, and what you learned about the simulation, at least 250 words, plus at least one screenshot with a source credit caption. Select the appropriate category (exercise 1 simulation) for your post to appear on our site and receive credit. If you need help, see my online calendar. Due on Fri Sept 6th by 5pm.
Wed Sept 11 The roots of segregation in housing and schooling, part 1
Bring your questions and reading notes on:
- Susan Eaton, The Children of Room E4 (Algonquin Press, 2007), pages 1-68.
- Jack Dougherty and colleagues, “Preview Sections (parts 1-5)” and “Maps Created with UConn MAGIC” in On The Line: How schooling, housing, and civil rights shaped Hartford and its suburbs. Web-book preview edition. Hartford, CT: Trinity College, Fall 2011, http://OnTheLine.trincoll.edu.
- Victoria Smith-Ellison, “Hartford’s Great Migration through Charles S. Johnson’s Eyes,” ConnecticutHistory.org, February 2013, http://connecticuthistory.org/hartfords-great-migration-through-charles-s-johnsons-eyes/.
- Mary Daly, “Race Restrictive Covenants in Property Deeds,” ConnecticutHistory.org, January 2013, http://connecticuthistory.org/race-restrictive-covenants-in-property-deeds/.
- Nicole Sagullo, “How Real Estate Practices Influenced the Hartford Region’s Demographic Makeup,” ConnecticutHistory.org, February 2013, http://connecticuthistory.org/how-real-estate-practices-influenced-the-hartford-regions-demographic-makeup/.
- Compare outcomes and reflections on the home (and school) buying simulation
- General reading questions for works in social sciences & history
- Reading questions (and crowd-sources responses) on Eaton, p 1-68
- Presentation on instructor’s research questions behind On The Line
- Discuss: Which housing barriers are caused by private action vs. public policy?
- How to capture, manage, and cite sources with Zotero (with video)
Assign Exercise 2: Students (in pairs or duos) will be assigned one of the historical sources on housing barriers listed below. Write a short post (no more than 500 words) that includes the following:
- Describe the source for those who have not seen it. (When and where did it come from, and what does it reveal about housing barriers at that point in time?)
- Search for at least 3 other secondary or primary sources on a related topic, explain how you found them, and properly cite them using any accepted citation style (such as Chicago-style footnotes, or APA or MLA in-line citations with bibliography). You are not required to read these new sources at this time. Recommended: try the free Zotero tool or a similar citation manager application.
- Suggest 2-3 discussion questions for the seminar about your source. (Feel free to point us to a specific passage if that makes sense.)
Due on WordPress (category= Exercise 2 housing sources) by Sunday Sept 15 at 9pm
- Federal Housing Administration. Underwriting Manual; Underwriting Analysis Under Title II, Section 203 of the National Housing Act., 1934. http://catalog.hathitrust.org/Record/002137289. (by Shaun)
- Robert Harvey Whitten. West Hartford Zoning: Report to the Zoning Commission on the Zoning of West Hartford. West Hartford, Conn: Zoning Commission, 1924 (courtesy of the Connecticut State Library), specifically pages 6-8, 10-13. (by Christina and Alex; Emily M.)
- Education/Instruccion, Fair Housing at its Worst, series of reports, 1974-75. (by Elaina; Savvy; Emily H. Choose one of the reports.)
- Rotberg, Robert. “Where Can a Negro Live?: A Study of Housing Discrimination In Hartford (Series Part 2).” The Hartford Courant (1923-1986). Hartford, Conn., United States, August 20, 1956. http://search.proquest.com/hnphartfordcourant/docview/563758028/abstract/1398D6B457C6A50A28/1?accountid=14405. (by Amber & Bianca; Karen)
- Bixby, Lyn, Vada Crosby, Brant Houston, Jeffrey Williams, and Larry Williams. “Some Real Estate Agents Discriminate Against Black Home Buyers (Two Connecticuts Series).” The Hartford Courant, May 21, 1989. Temporary URL: https://www.dropbox.com/s/elny1swl6jt866q/19890521HC_HousingDiscrimination.pdf (by VA)
Wed Sept 18 History of struggle against segregated housing and schooling I
- Before seminar: See instructor’s Ed 300 presentation on Race & Education in Connecticut: Historical overview & policy questions
- Students (solo or duo) facilitate discussions on source documents from prior week
- WordPress tip: If you use Chicago-style footnotes, the SimpleFootnotes plugin code
- Bring reading questions and notes on remainder of Eaton, Children in Room E4.
- Assign Exercise 3: Students (solo or in pairs) analyze an assigned legal document on school segregation in the Hartford region, write a rich description, compare & contrast with Eaton’s book (if relevant), and raise three discussion questions (no more than 500 words), and post on WordPress (category = Exercise 3: Sheff sources) due Monday Sept 23rd by 9pm.
- Simon Bernstein oral history and 1965 CT Constitutional Amendment (Jack)
- Lumpkin v Dempsey 1970 complaint (Ambar)
- Sheff 1989 complaint (Elaina)
- Sheff 1995 Conn. LEXIS 1995 trial court ruling (requires Trinity network), (Savvy)
- Sheff 1996 ruling (majority opinion, to page 56), (Emily H)
- Sheff 1996 ruling (dissenting opinion, begin page 56 & skim), (Karen)
- Sheff 2003 settlement (Christiana and Bianca)
- Sheff 2008 settlement (Emily M; Alex)
- Sheff 2013 settlement, temporary Dropbox link (Shaun; VA)
- Recommended: How to backup & share files from hard drive with free Dropbox.com
- Recommended: How to keep track of notes and websites with free Evernote.com*
Sat Sept 21
- Recommended: Sheff Movement meeting 9am (contact Amanda Gurren, Trinity intern for Sheff Movement); EnvisionFest in downtown Hartford
Wed Sept 25 History of struggle against segregated housing and schooling II
Bring questions and reading notes on:
- Amanda Gurren, “Connecticut Takes the Wheel on Education Reform: Project Concern,” ConnecticutHistory.org, April 2013, http://connecticuthistory.org/connecticut-takes-the-wheel-on-education-reform-project-concern/.
- Brigit Rioual, “Sheff v. O’Neill Settlements Target Educational Segregation In Hartford,” ConnecticutHistory.org, April 2013, http://connecticuthistory.org/sheff-v-oneill-settlements-target-educational-segregation-in-hartford.
- Jack Dougherty, “Conflicting Questions: Why Historians and Policymakers Miscommunicate on Urban Education,” in Clio at the Table: Using History to Inform and Improve Education Policy, ed. Kenneth Wong and Robert Rothman (New York: Peter Lang, 2009), 251–62, http://digitalrepository.trincoll.edu/cssp_papers/4/.
- Jack Dougherty, Jesse Wanzer ’08, and Christina Ramsay ’09. “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. Harvard Education Press, 2009. http://digitalrepository.trincoll.edu/cssp_papers/3/.
- Discuss Sheff legal documents assigned above, compare with Eaton
- Assign Exercise 4: Avoiding Plagiarism due on WordPress (category = Ex4) by Friday Sept 27 at 5pm
- Assign Connecticut History essays previously published by Trinity students to evaluate what works, and what could have been improved (bring your written notes next week on the following works):
- Victoria Smith-Ellison, “Hartford’s Great Migration through Charles S. Johnson’s Eyes,” evaluation by VA, Bianca.
- Mary Daly, “Race Restrictive Covenants in Property Deeds,” evaluation by Alex, Emily H.
- Nicole Sagullo, “How Real Estate Practices Influenced the Hartford Region’s Demographic Makeup,” evaluation by Shaun, Emily M.
- Amanda Gurren, “Connecticut Takes the Wheel on Education Reform: Project Concern,” evaluation by Ambar, Christina.
- Brigit Rioual, “Sheff v. O’Neill Settlements Target Educational Segregation In Hartford,” evaluation by Savvy, Elaina, Karen.
- Assign video: CTHprograms, Make Life Collaborative, 2013, http://youtu.be/NuWg9Jrkrpw.
- Recommended: Web Writing: Why and How for Liberal Arts Teaching and Learning, edited by Jack Dougherty et al. (Trinity College open peer review edition, under contract with Michigan Publishing, Fall 2013), http://WebWriting.trincoll.edu.
- Bonus point for posting at least 2 substantive comments on Web Writing by Oct 1
Wed Oct 2 Writing Connecticut Civil Rights History on the Web
- Guest: Clarissa Ceglio (Trinity MA, ’05), editor at ConnecticutHistory.org
- Assign ConnecticutHistory.org essay and how to write for this publication (slides)
- Evaluate what worked/could have been improved in prior student essays; Bring your written evaluation notes on the student-authored essays above
- Review list of suggested topics/sources and submit your top choices
- Try out new video tutorial: How to organize peer review in Google Docs
Wed Oct 9 Writing Public History, Copyright & Fair Use Law, and Peer Review
Read before seminar:
- “Copyright FAQ” and “Fair Use” in Richard Stim, “Copyright Overview (NOLO),” Stanford Copyright and Fair Use Center, 2010, http://fairuse.stanford.edu.
- Jack Dougherty and Candace Simpson, “Who Owns Oral History? A Creative Commons Solution,” in Oral History in the Digital Age, ed. Doug Boyd et al. (Washington, DC: Institute of Library and Museum Services, 2012), http://ohda.matrix.msu.edu/2012/06/a-creative-commons-solution/.
- Strategies on historical writing for public engagement
- How to constructively peer review using the assignment criteria
- Stylistic advice on writing about the past, with an active voice
- Assign Exercise 5: Begin peer reviews, due by end of Wed Oct 9
- Basics about Copyright, Fair Use Law, and Creative Commons
- How to insert links, footnotes, and images/video (with source credits) in WordPress
- How to connect to Trinity from off-campus with Virtual Private Network (VPN)
- Planning ahead about our roles at the One Nation Indivisible regional school integration conference and agenda (Nov 8-9)
Wed Oct 16 Visualizing School Choice Data
- Guests: Jacqueline Rabe Thomas (CT Mirror journalist) and Robert Cotto Jr. (CT Voices for Children), to discuss their individual “wish lists” for data visualizations about public school choice policies
- Assign DataViz Essay: Working solo or in pairs, design an interactive data visualization from the community partners “wish list” and embed it in an interpretive essay about its broader meaning, underlying sources, and important decisions you made in designing it (about 500 words)
- Read online before seminar: Jack Dougherty, Jesse Wanzer ’08, and Christina Ramsay ’09. 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/.
- In seminar (for example of data visualization with interpretation): Jacqueline Rabe Thomas, “State Report: Students in Desegregated Schools Test Higher,” CT Mirror, September 12, 2013, http://www.ctmirror.org/node/143623.
- How to construct an interactive Google Spreadsheet chart
- Exercise 6: Create four interactive charts with Google Spreadsheets and paste your work as a link under your name/initials in our public Exercise 6 Organizer page. Due by end of Friday Oct 18th. (See my extra office hours on Thursday.)
- Part 1: Create a meaningful interactive chart for the data table in Valerie Strauss, “The bottom line on SAT scores in one chart” The Answer Sheet, Washington Post, October 9, 2013, http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/10/09/the-bottom-line-on-sat-scores-in-one-chart/. (Challenge: Can you make two axes, like this?)
- Part 2: Create a meaningful interactive chart for any two variables (of your choice) for all school districts from Connecticut Education Data and Research (CEDaR), CT Dept of Education, http://sdeportal.ct.gov/Cedar/WEB/ct_report/CedarHome.aspx?. (Hint: One way to show the relationship between multiple X-Y points is to create a scatter plot. The challenge is to sort and match up the two columns of data correctly. If your interactive chart does not display district names, that’s okay, as I’m still working on that one!)
- Part 3 and 4: How to lie with charts. Using one data set (described below), create two presentations that portray different versions of the truth: one showing major progress, and one showing minor change. For data, use the rate of progress toward meeting the Sheff goal by combining two sources: Dougherty et al. “Missing the Goal,” Chart 4, page 12 (for early years) and (for later years) Jacqueline Rabe Thomas, “State Falls Short on School Desegregation Requirements,” The Connecticut Mirror, November 15, 2012, http://www.ctmirror.org/story/18223/state-falls-short-school-desegregation-requirements. (Hint: Sometimes you need to create a chart with missing data values in the middle. Another hint: How does changing the minimum and maximum axis values change the appearance of charts, while maintaining mathematical accuracy?)
Wed Oct 23 Visualization design, mapping, and school choice data
- Read: Science Education Resource Center at Carleton College, “Quantitative Reasoning Profile: Jack Dougherty, Educational Studies,” Pedagogy in Action: The SERC Portal for Educators, Fall 2013, http://serc.carleton.edu/dev/sp/library/qr/profiles/dougherty.html.
- Read: “Introduction” (with five subsections), The Data Journalism Handbook 1.0 Beta, edited by Jonathan Gray, Liliana Bounegru, and Lucy Chambers. (O’Reilly Media, 2012), http://datajournalismhandbook.org/1.0/en/introduction.html.
- Read excerpt: Monmonier, Mark. How to Lie with Maps, Second Edition. Chicago: University of Chicago Press, 1996, pp. 39-42.
- In seminar: How to create thematic data maps with Google Fusion Tables (updated for Fall 2013, with embedded video tutorial)
- Exercise 7: How to Lie with Maps. Using the Connecticut district-level racial data in the how-to tutorial above, create two maps that interpret the same data in different ways. One map should emphasize sharp racial divisions, while the other map should emphasize widespread racial diversity. Embed both maps in a WordPress post (category= Exercise 7 maps), and add a paragraph that explains their differences and how you created them. Due on Mon Oct 28th by 5pm. Hint: If you wish to portray the region as highly segregated and every district is either predominantly minority or predominantly white, how many ranges and what kind of coloring would you use?
- In seminar: Update on community partner agreement; Password-protecting drafts; Planning your data visualization design and data needs; Additional appointments with instructor are encouraged
Wed Oct 30 Data Visualization workshop and preparing for peer reviews
- See Data Visualization Organizer and source data in Moodle (password-protected)
- Read for background on choice policy implementation for data visualizations:
- Jacqueline Rabe Thomas, “Deadline Passes for Agreement on Reforms to Desegregate Hartford Schools,” CT Mirror, October 1, 2013, http://www.ctmirror.org/story/2013/10/01/deadline-passes-agreement-reforms-desegregate-hartford-schools.
- Robert Frahm, “Should ‘Race’ Be Replaced with ‘Socioeconomic Factors’ in Sheff Case?,” CT Mirror.org, June 19, 2013, http://www.ctmirror.org/story/should-race-be-replaced-socioeconomic-factors-sheff-case.
- Jacqueline Rabe Thomas, “State Falls Short on School Desegregation Requirements,” CT Mirror, November 15, 2012, http://www.ctmirror.org/story/18223/state-falls-short-school-desegregation-requirements.
- Jacqueline Rabe Thomas, “Efforts to Desegregate, Expand School Choice a Challenge with Looming Deficits,” CT Mirror, November 2, 2012, http://www.ctmirror.org/story/2012/11/01/efforts-desegregate-expand-school-choice-challenge-looming-deficits.
- Jacqueline Rabe Thomas, “Education Reform: A Role for School Choice?,” CT Mirror, April 26, 2012, http://ctmirror.org/story/16143/education-reform-role-school-choice.
- Jacqueline Rabe Thomas, “Increased Reimbursements Pay Off in Getting State Closer to Desegregating Hartford Schools,” CT Mirror, November 24, 2011, http://www.ctmirror.org/story/2011/11/23/increased-reimbursements-pay-getting-state-closer-desegregating-hartford-schools.
- Jacqueline Rabe Thomas, “With Deadline Looming, State Still Far from Finish Line on Integrating Hartford Schools,” CT Mirror, November 21, 2011, http://www.ctmirror.com/story/2011/11/21/deadline-looming-state-still-far-finish-line-integrating-hartford-schools.
- Jacqueline Rabe Thomas, “Education Officials Propose a Plan to Expand School Choice–at a Cost,” CT Mirror, November 8, 2010, http://www.ctmirror.org/story/2010/11/05/education-officials-propose-plan-expand-school-choice-cost.
- Recommended by Elaina: “This Is a Bad Chart,” MediaMatters.org, October 28, 2013, http://mediamattersforamerica.tumblr.com/post/65345716667/fox-posted-this-very-misleading-graphic-comparing.
- Assign peer reviews on Organizer page for Data Viz drafts (link on Moodle)
- Amanda Gurren ’15, Sheff Movement intern, on school integration conference (3-3:30)
- Assign Exercise 8: Attend your designed portion of integration conference (see preliminary schedule), write a 300-500 journalism-style summary of your segment of the event, which will be evaluated based on clarity of themes and accuracy of details, and post on WordPress (category = Ex8 conference) by the end of Monday Nov 11th. To receive full credit, include a photo (with source credit), ideally, one taken by you or another student.
Wed Nov 6
In place of our regular class this week, schedule a 20-minute meeting with instructor by Wed Nov 6th (come together if working as a pair) to discuss:
- your DataViz draft and peer review
- how to insert your DataViz essay and digital objects as iframes (or links) in WordPress (category=DataViz Essay, with team password-protection), due Fri Nov 8
- pick up reading packet for next week’s seminar
- for Exercise 8, clarify which portion you will attend and write about for the Nov 8-9 school integration conference
- comments on previous essay from CTHistory partner
Fri Nov 8
- DataViz final essay and digital objects (embedded or linked) due on WordPress (category=DataViz Essay, with team password-protection) by end of Friday
- Attend portion of Nov 8-9 school integration conference and for Exercise 8, write a 300-500 journalism-style summary of your segment of the event, which will be evaluated based on clarity of themes and accuracy of details, and post on WordPress (category = Ex8 conference) by the end of Monday Nov 11th. To receive full credit, include a photo (with source credit), ideally, one taken by you or another student.
Wed Nov 13 What school choice research does (and does not) reveal
Read before seminar (packet to come on hallway table outside McCook 301).
Guiding question: What are recent claims about Hartford student achievement in magnet schools, and why is there disagreement over this issue?
- Connecticut State Department of Education, “CMT/CAPT Results for Hartford Resident Students,” September 3, 2013, embedded in Thomas, “State Report,” CT Mirror, September 12, 2013, http://www.ctmirror.org/node/143623#report.
- Jacqueline Rabe Thomas, “State Report: Students in Desegregated Schools Test Higher,” CT Mirror, September 12, 2013, http://www.ctmirror.org/node/143623. Note: in your browser, view “page source” to see how a Google Fusion Table interactive chart was embedded in this article.
- Vanessa De La Torre, “Hartford ‘Sheff’ Students Outperform Those In City Schools,” Courant.com, September 12, 2013, http://www.courant.com/community/hartford/hc-hartford-sheff-scores-0913-20130912,0,6466065.story.
- Roger Winans, “Letter: Unfair Comparison Of Hartford Schools,” Courant.com, September 20, 2013, http://www.courant.com/news/opinion/letters/hcrs-16608–20130917,0,1857911.story; and Jonathan Schwartz, “Letter: No-Brainer Why Magnet School Scores Superior,” Courant.com, September 20, 2013, http://www.courant.com/news/opinion/letters/hcrs-16607–20130917,0,1137014.story.
- Robert Frahm, “$2 Billion Later, Do Magnet Schools Help Kids Learn?,” CT Mirror, January 25, 2010, http://www.ctmirror.org/story/2010/01/15/2-billion-later-do-magnet-schools-help-kids-learn.
- Robert Bifulco, Casey D. Cobb, and Courtney Bell. “Can Interdistrict Choice Boost Student Achievement? The Case of Connecticut’s Interdistrict Magnet School Program.” Educational Evaluation and Policy Analysis 31, no. 4 (2009): 323–345. http://epa.sagepub.com/cgi/reprint/31/4/323. (subscription required)
- Jack Dougherty, correspondence with Robert Bifulco re: EEPA article (see packet)
Exercise 9 & 10: Why do many people misunderstand claims about Hartford student achievement in choice programs (such as magnet schools, charter schools, Open Choice)?Write an op-ed essay designed for CT Mirror (about 750-1000 words, including references for fact-checking purposes) to clear up this confusion and add a drawing/graphic/table/chart of your design, to illustrate hard-to-understand concepts and/or the type of evidence needed to make more definitive claims. Post on our GoogleDoc OpEd Organizer page by the end of Tuesday Nov 19th and share your document for comments.
- How to write an effective op-ed essay
- Sample op-ed by instructor: Jack Dougherty, “Commentary: Commissioner, Let’s Build a Better School-Rating System,” CT Mirror, December 28, 2012, http://www.ctmirror.org/story/18581/commissioner-pryor-lets-build-better-public-school-web-tool.
- Resource on sampling methodology, with an illustration: Earl Babbie, The Practice of Social Research 10th Edition (Thomson, 2004), pp. 187-88 on sampling (illustrated), see temporary link.
- Resource on selection bias, which author describes as gross effects versus net outcomes): Michael Bangser, Evaluating the Impact of Interventions That Promote Successful Transitions from High School (National High School Center, August 2008), http://www.betterhighschools.org/pubs/documents/ResearchBrief_ImpactofInterventions_073108.pdf (see pp. 1-2 on gross effects versus net outcomes).
Reflections on Integration conference; housekeeping and catching up on grading
Wed Nov 20 Who Chooses and How?
- In seminar: DataViz essay Q1-4 feedback from Jacqueline Rabe Thomas (1:15pm via speakerphone), Q5-8 feedback from Robert Cotto Jr. (1:40pm)
- Quick update on status of the next Sheff settlement (Courant news report from last night’s HPS Board of Ed meeting)
- Introduce six options for final web essay
- In seminar: convert op-ed GDocs to blind review format
- Compare and contrast what a parent living at 300 Summit St, Hartford CT would learn about public school choices for their children from these sites:
- Read: Jack Dougherty, Diane Zannoni, Maham Chowhan ’10, Courteney Coyne ’10, Benjamin Dawson ’11, Tehani Guruge ’11, and Begaeta Nukic ’11. “School Information, Parental Decisions, and the Digital Divide: The SmartChoices Project in Hartford, Connecticut.” In Making School Choice Work For All, by Gary Orfield and Erica Frankenberg. Berkeley: University of California Press, 2013.
- Who Chooses research design with simulated student-level data (see Moodle) — What kinds of research questions CAN be answered with this student-level data? Brainstorm with partners.
- Organize ride-sharing for Dec 4th
Wed Nov 27 – no class – Thanksgiving Break
Wed Dec 4
New time and location: Meet at Mather Circle 12:30pm if you wish to ride with Christina, Karen?, or Savvy? (tell me if I listed the wrong volunteer drivers). EmilyM will speak with Elaina about arriving after their class ends.
Our seminar will attend a public meeting of the Impediments to Fair Housing Choice Task Force (see links for membership, prior agendas, Dec 4th agenda), to begin at 1pm in room 2B of the Legislative Office Building (also known as the LOB, next to the State Capitol). If driving, go to 300 Capitol Ave, Hartford, and drive behind the LOB to enter the parking garage for visitors. See Google Map directions. Your instructor has been invited to present a 25-minute historical overview on barriers to fair housing in Connecticut, with emphasis on the Hartford region. After the meeting, we will step out to the cafeteria or other room to meet for our last seminar session.
- Read recent news and op-ed essays about Sheff:
- Jacqueline Rabe Thomas, “Nearly Half the Students from Hartford Now Attend Integrated Schools,” CT Mirror, November 26, 2013, http://www.ctmirror.org/story/2013/11/25/nearly-half-students-hartford-now-attend-integrated-schools.
- Jason Rojas, “Opinion: Time To Revisit Sheff Desegregation Case,” Courant.com, November 24, 2013, http://www.courant.com/news/opinion/hc-op-rojas-sheff-school-plan-needs-new-look-1124-20131122,0,49998.story.
- Philip Tegeler, “Opinion: To Rep. Rojas: Let’s Talk about What Sheff Is Doing for East Hartford,” CT Mirror, November 26, 2013, http://www.ctmirror.org/op-ed/2013/11/26/rep-rojas-lets-talk-about-what-sheff-doing-east-hartford.
- Each student must declare which of the six options they have chosen for the Final Web Essay assignment.
- Peer evaluation of overall contribution to the seminar (online*)
- Seminar wrap-up
Wed Dec 11
Final web essay due on WordPress (category = Final Web Essay 2013) due at end of day (in place of final exam)