Educational Administration, Department of

 

Date of this Version

11-29-2018

Document Type

Article

Citation

Contemporary Issues in Educational Leadership, 2:2 (2018)

doi: 10.32873/unl.dc.ciel.1009

Comments

Copyright © 2018 Marilyn L Grady and Sharon C. Hoffman.

Abstract

In the following article, we present a brief historical review of segregation academies and their impact on students and public schools. Based on the review, we provide a portrait of the vestiges of segregation academies that appear to be currently re-emerging in different educational configurations throughout the U.S. and particularly in Deep South states.

The purpose of a historical study is to provide a descriptive overview of specific social problems confined within a predetermined timeframe (Danto, 2008). This historical review’s purpose was to address the following inquiry: What were the characteristics of Deep South segregation academies designed to circumvent Brown v. Board of Education of Topeka? In what ways are these characteristics manifested in 2015 school choice configurations in the Deep South states, specifically Alabama, Georgia, Louisiana, Mississippi, and South Carolina? To what extent, if any, did these manifested characteristics affect 2015 public school funding in Deep South states?

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