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Integration in Education (Ocean-Hill Brownsville (This was a low socio…
Integration in Education
Government Involvement
On May 17, 1954, the Supreme Court ruled that segregation was not legal in the Brown v. Board of Education case (Goldstein, p. 110).
In 1965, the Elementary and Secondary Education Act was passed. This act gave large amounts of money to school, but it also allowed for federal aid to be offered or denied depending on if local officials followed national directives (Goldstein, p. 114).
Congress passed the Civil Rights Act of 1964 which meant that schools could be sued for not integrating their schools (Goldstein, p. 113).
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UFT
In the early 1960s, the UFT was considered to be an ally of the civil rights movement (Goldstein, p. 135).
In 1967, the UFT went on strike with one of the goals of the strike being hopes to gain the right to evict unruly students from the classroom.
Many felt that this was white teachers attempting to decide which black students were capable of learning (Goldstein, p. 137).
The UFT designed a program called More Effective Schools in which they would provide select school in poor neighborhoods with extra funding. This program also encouraged differentiated instruction (Goldstein, p. 144).
This reminds me of Title I funds that schools receive now. Schools with a certain percentage of free and reduced lunch students are given additional funding to help support the school and the students.
Ocean-Hill Brownsville
This was a low socio-economic neighborhood in central Brooklyn that opened Junior High School 271 in the 1960s to help accommodate the growing number of students (Goldstein, p. 142).
This school was eventually shutdown due to low test scores (Goldstein, p. 159).
This is now the location of Eagle Academy. This school is highly supported, yet it continues to have low achievement among its students (Goldstein, p. 159).
This school was a failing school, and was given the opportunity to participate in MES, but they decided instead to experiment with community control for their school (Goldstein, p. 145).
Under community control, the community board worked to hire black and Puerto Rican administrators, but it did little to help with discipline in the schools (Goldstein, p. 147).
Teachers had been fired at these schools due to their personal beliefs. The UFT sent them back to work, but they were kept from going back to work. As a result, 350 UFT teachers walked out to protest these firings (Goldstein, p. 148).
These teachers were ordered to be reinstated on August 26, 1968. However, when school resumed, they were not allowed to work (Goldstein, p. 151).
The UFT decided to do a citywide strike, and in 1968, 60,000 teachers went on strike (Goldstein, p. 152).
The strike turned into a racially driven argument, and it finally came to an end when the New York State Board of Regents placed the school under state management (Goldstein, p. 154).
In 1969, the state legistlature split New York City Schools into 33 districts. These new districts could elect a school board, but they lacked the power to certify, hire, tenure, or fire teachers (Goldstein, p. 158).