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Schools BetrayedRoots of Failure in Inner-City Education$
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Kathryn M. Neckerman

Print publication date: 2007

Print ISBN-13: 9780226569604

Published to Chicago Scholarship Online: February 2013

DOI: 10.7208/chicago/9780226569628.001.0001

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PRINTED FROM CHICAGO SCHOLARSHIP ONLINE (www.chicago.universitypressscholarship.com). (c) Copyright University of Chicago Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CHSO for personal use.date: 26 September 2021

Conclusion

Conclusion

Chapter:
(p.172) Conclusion
Source:
Schools Betrayed
Author(s):

Kathryn M. Neckerman

Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226569628.003.0009

This book has sought to explain the origins of the troubles of inner-city schooling that emerged in the 1940s and 1950s, coinciding with the changing urban conditions of the post-World War II era. These problems cannot be attributed to urban change alone. School policies are a critical part of the explanation. There is no question that inner-city schools were handicapped by resource scarcity. The problems of poor facilities, overcrowding, inexperienced teachers, and double-shift schedules were only too plain. These resource deficits did not result from economic and demographic change, however: after 1945, Chicago's public schools had more money, not less, to spend on education. Instead, these deficits reflect decisions made by school officials about how to allocate funds and students. Students were segregated by race, and fewer resources were allocated to black schools.

Keywords:   inner-city schooling, urban conditions, school policies, resource deficits, Chicago, public schools, education, race, black schools

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