Policymakers have refocused attention on the school readiness of low-income, African American children. Yet, preschools, elementary schools, and families often differ in their beliefs about salient abilities. The degree of alignment among teachers and parents influences how successfully children make the transition to kindergarten. Focusing on one…

This article summarizes African Americans' ongoing struggle for quality education in Milwaukee, Wisconsin by utilizing school district data and secondary sources. The historic integration effort in the Milwaukee Public Schools system is outlined and the impact of sustained segregation, in the midst of significant changes to Milwaukee's social and…

A review of Supreme Court decisions concerning the intent standard, and an exploration of political scientists' findings concerning the nature of decision-making processes in American communities, leads to the conclusion that the standard does not place the burden of proof on those who follow policies that result in segregation. (CMG)

This interview with Constance Clayton, superintendent of the Philadelphia (Pennsylvania) public schools, and Michelle Fine, professor of psychology and consultant, discusses the Philadelphia Schools Collaborative, a nonprofit organization established to lead the restructuring of the city's high schools. Central to the effort is the concept of…

Examines the potential influence of family and community variables on the development of children in violent neighborhoods and reviews research on the prevalence and effects of children's exposure to community violence. It presents strategies for developing and empirically testing culturally specific interventions to promote positive developmental…

Reports findings and conclusions from taped discussions with third- and sixth-grade African-American, inner-city students concerning their response to violent events in their communities. By using the triangulated methodology of ethnographers, it reveals how these experiences affected children's school performance, behaviors, and aspirations. (GR)

Explores characteristics of contemporary African-American independent neighborhood schools. These urban schools continue a nearly 200-year-old tradition of providing learning environments in which children can succeed. They offer a range of options from which parents can choose and can serve as a blueprint for school choice. (SLD)

Describes two schools proposed by the Milwaukee (Wisconsin) school board to focus on the needs of young African-American males. Although these schools would not exclude other races and females, they would consciously and systematically connect total schooling to the African-American heritage for young males. (SLD)