Nathan Walsh & Pornpat Pootinath
Final Web Project Proposal
EDUC 308: The Cities, Suburbs, & Schools Project
Racially Desegregated Schools and Segregated Classrooms
Part 1: Story We Wish to Tell
We would like to analyze the success and drawbacks of the Sheff vs. O’ Neill case in achieving desegregated schools. Although many magnet schools in the Hartford region enroll both white and non-white students and meet Sheff desegregation goals, classrooms can remain highly segregated. By using Hartford Magnet Trinity College Academy as an example, we will explore the effects of tracking on educational inequality. We hope to better understand how tracking occurs in the classroom and why minority students are overrepresented in lower-track classes.
This deserves its own page because studies shows that students of color tend to excel more in racially mixed classrooms. The Sheff case tries to improve educational opportunity for all students by creating more racially balanced schools. Even if schools are racially balanced, classrooms may remain segregated. Segregation, in any form, has devastating consequences for minority students. It is important to understand the realities of tracking and its impact on the ultimate success of the Sheff movement.
This paper will enable us to critique specifics of Sheff v. O’Neill and propose an alternative solution better designed to address tracking. Our web project is intended for a general audience, people looking for a general understanding of tracking and educational opportunity.
Part 2: Additional Reading and/or Research
We hope to provide readers insight on how Sheff vs. O’Neill cases are being implemented inside the classrooms, beyond just meeting the racial requirements. We plan on using Hartford Public Schools’ website, data from the CT State Department of Education, Sheff vs. O’Neill agreements, and readings on tracking such as Jeanie Oakes’ “Keeping Track”.
Part 3: Digital Elements
1. Student demographics
2. Student region of residence
3. Student test scores, disaggregated by race
4. Pictures or videos, as appropriate