{"id":3014,"date":"2012-10-16T22:03:39","date_gmt":"2012-10-17T02:03:39","guid":{"rendered":"http:\/\/commons.trincoll.edu\/agurren\/?p=34"},"modified":"2012-10-16T22:03:39","modified_gmt":"2012-10-17T02:03:39","slug":"facilitation-questions-amanda-kerry-mary-10-17-2012","status":"publish","type":"post","link":"http:\/\/commons.trincoll.edu\/cssp\/2012\/10\/16\/facilitation-questions-amanda-kerry-mary-10-17-2012\/","title":{"rendered":"Facilitation Questions\u2013Amanda, Kerry, Mary: 10-17-2012"},"content":{"rendered":"

Facilitation Questions<\/strong><\/p>\n

1)\u00a0\u00a0 Marianne Lado describes her experience of living in Westport, CT and the uneasy feeling she had about the contrasts that existed between her hometown and Bridgeport: \u201cIn physics class we got on the subject of SAT scores. And this one student was arguing that the high SAT scores in Westport prove people in Westport are smarter than people in Bridgeport. But it was more than that. He was saying that we lived in Westport because our parents are smarter and that people in Bridgeport aren\u2019t as smart and that\u2019s why they are where they are. As if this were a kind of natural selection. I\u2019d laugh because I thought he was joking, making fun of that point of view. But he was serious. I was constantly amazed by the ease with which that logic thrived in that environment. It sounds na\u00efve now, but I remember being shocked\u2014after the sixties and Martin Luther King\u2014that people my age would think like that. It always stuck with me\u201d (103).<\/p>\n

 <\/p>\n

How would you counter this argument based on the facts presented in The Children in Room E4<\/em> (for example, Connecticut\u2019s state policy regarding education *pg.90) and from what we have learned thus far in the seminar (refer to readings \u201cPeople Place and Opportunity,\u201d \u201cSchool Choice in Suburbia\u201d, etc.\u2014as well as class discussions) <\/strong><\/p>\n

 <\/p>\n

2)\u00a0\u00a0 <\/strong>In the reading, Eaton mentions various cases that have been brought to the U.S. Supreme Court prior to the trial of Sheff vs. O\u2019Neill\u2014three of which are listed below. In the cases we have listed, the U.S. Supreme Court had ruled in favor of the state. Although the Connecticut Supreme Court ruled in favor of the plaintiff in the case of Sheff vs. O\u2019Neill (2003), what are the actual implications of this ruling based on the fact that none of the court mandated guidelines have been fulfilled thus far? <\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

To answer this question, we ask each group to click their respective link and share with the class the main points and the final rulings of each case. As a class, we will discuss why and how the Sheff vs. O\u2019Neill case is different. Based on the state\u2019s response to the ruling thus far, do you believe that the state has made educational equality a priority? <\/strong><\/p>\n

 <\/p>\n

    \n
  1. San Antonio Independent School District v. Rodriguez (1973)<\/a> <\/strong>\u201cRodriguez\u2019s plaintiffs were Mexican American parents from a poor section of San Antonio called Edgewood. Their case, built on Brown\u2019s precedent, challenged Texas\u2019s property-tax-based funding, which had allocated fewer education dollars to property-poor districts and more to rich ones. But the Supreme Court, asserting that education was not a \u201cfundamental\u201d right in the Constitution and invoking the importance of \u201clocal control,\u201d ruled that Texas\u2019s unequal school-funding scheme was constitutional.\u201d (pg.88)<\/li>\n
  2. b.\u00a0\u00a0\u00a0 <\/strong>Board of Education of Oklahoma v. Dowell (1991)<\/a><\/strong>\u201c\u2026The Court had allowed the Oklahoma City school board to dismantle its existing court-ordered desegregation plan and knowingly re-create extremely racially segregated schools. In Dowell,<\/em> the Court established that once a lower court had declared a previously segregated school \u201cunitary,\u201d or free of the vestiges of its prior \u201csegregation,\u201d then the school district might be released from its court-ordered desegregation plan, even if throwing out such a plan returned a district to segregation levels as high as those that existed before Brown, <\/em>if not higher\u201d (pg. 287). <\/strong><\/li>\n
  3. Missouri v. Jenkins (1995)<\/a><\/strong><\/li>\n<\/ol>\n

    i.\u00a0\u00a0\u00a0\u00a0 \u201cIt ruled that education-related remedies to segregation\u2014remedial programs, for example\u2014need not demonstrate that they\u2019ve ameliorated inequalities or even improved student achievement\u201d (pg.287).<\/p>\n

    ii.\u00a0\u00a0\u00a0\u00a0 \u201c\u2026The Court defined desegregation as a temporary punishment, not as a worthy goal\u201d (pg. 287).<\/p>\n

     <\/p>\n

    3)\u00a0\u00a0 <\/strong>What conclusions did Susan Eaton draw about Hartford\u2019s public schools? Do they differ from your own\u2014and if so, how (hint: pg. 330, pg. 344) ? <\/strong><\/p>\n

    \u00a0<\/strong><\/p>\n

    \u00a0<\/strong><\/p>\n

    4)\u00a0\u00a0 <\/strong>\u201cAnyone can frame an anecdote about a heavy smoker who never got cancer; yet that does not prove, Rothstein reminds us, that smoking does not cause cancer\u201d (192). Explain the significance of the quotation in context of the book.\u00a0<\/strong><\/p>\n

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    Facilitation Questions 1)   Marianne Lado describes her experience of living in Westport, CT and the uneasy feeling she had about the contrasts that existed between her hometown and Bridgeport: “In physics class we got on the subject of SAT scores. … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":351,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[22],"tags":[],"_links":{"self":[{"href":"http:\/\/commons.trincoll.edu\/cssp\/wp-json\/wp\/v2\/posts\/3014"}],"collection":[{"href":"http:\/\/commons.trincoll.edu\/cssp\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/commons.trincoll.edu\/cssp\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"http:\/\/commons.trincoll.edu\/cssp\/wp-json\/wp\/v2\/users\/351"}],"replies":[{"embeddable":true,"href":"http:\/\/commons.trincoll.edu\/cssp\/wp-json\/wp\/v2\/comments?post=3014"}],"version-history":[{"count":3,"href":"http:\/\/commons.trincoll.edu\/cssp\/wp-json\/wp\/v2\/posts\/3014\/revisions"}],"predecessor-version":[{"id":3760,"href":"http:\/\/commons.trincoll.edu\/cssp\/wp-json\/wp\/v2\/posts\/3014\/revisions\/3760"}],"wp:attachment":[{"href":"http:\/\/commons.trincoll.edu\/cssp\/wp-json\/wp\/v2\/media?parent=3014"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/commons.trincoll.edu\/cssp\/wp-json\/wp\/v2\/categories?post=3014"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/commons.trincoll.edu\/cssp\/wp-json\/wp\/v2\/tags?post=3014"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}