School segregation in the United States
School segregation in the United States has a long history. In 1787 African Americans in Boston including Prince Hall campaigned against inequality and discrimination in the city's public schools. They petitioned the state legislature protesting that their taxes support the schooling of white students while there was no public school open to their children. In 1835 a mob attacked and destroyed Noyes Academy , an integrated school in Canaan, New Hampshire founded by abolitionists in New England. In 1849 the Massachusetts Supreme Court ruled that segregated schools were allowed under the state's constitution ( Roberts v. City of Boston ). [1] It began in its de jure form in the American South with the passage of Jim Crow laws in the late 19th century. It is influenced by discrimination in the northern states as well as the history of southern states as slave societies. Patterns of residential segregation and Supreme Court rulings regarding previous school desegregation efforts also have a role.
Page Revisions
| Year | Metadata | Sections | Top Words | First Paragraph |
| 2018 |
97360 characters 14 sections 30 paragraphs 4 images 139 internal links 36 external links |
3. Sources of contemporary segregation |
segregation 0.558 court 0.273 integration 0.224 racial 0.203 desegregation 0.190 blacks 0.134 outcomes 0.119 residential 0.117 composition 0.113 policies 0.111 whites 0.102 supreme 0.101 ruling 0.091 charter 0.089 assignment 0.086 |
School segregation in the United States has a long history. In 1787 African Americans in Boston including Prince Hall campaigned against inequality and discrimination in the city's public schools. They petitioned the state legislature protesting that their taxes support the schooling of white students while there was no public school open to their children. In 1835 a mob attacked and destroyed Noyes Academy , an integrated school in Canaan, New Hampshire founded by abolitionists in New England. In 1849 the Massachusetts Supreme Court ruled that segregated schools were allowed under the state's constitution ( Roberts v. City of Boston ). [1] It began in its de jure form in the American South with the passage of Jim Crow laws in the late 19th century. It is influenced by discrimination in the northern states as well as the history of southern states as slave societies. Patterns of residential segregation and Supreme Court rulings regarding previous school desegregation efforts also have a role. |
| 2017 |
98295 characters 16 sections 32 paragraphs 4 images 127 internal links 38 external links |
3. Sources of contemporary segregation |
segregation 0.589 court 0.231 racial 0.223 integration 0.209 desegregation 0.184 blacks 0.180 composition 0.128 whites 0.121 outcomes 0.115 residential 0.113 policies 0.108 mexican 0.097 ruling 0.088 charter 0.086 assignment 0.083 |
School segregation in the United States began in its de jure form with the passage of Jim Crow laws in the American South in the late 19th century. It is influenced by the history of southern states as slave societies, patterns of residential segregation , and later school choice programs, and Supreme Court rulings regarding previous school desegregation efforts. |
| 2016 |
97033 characters 16 sections 32 paragraphs 4 images 122 internal links 38 external links |
3. Sources of contemporary segregation |
segregation 0.589 court 0.231 racial 0.223 integration 0.209 desegregation 0.184 blacks 0.180 composition 0.128 whites 0.121 outcomes 0.115 residential 0.113 policies 0.108 mexican 0.097 ruling 0.088 charter 0.086 assignment 0.083 |
School segregation in the United States began in its de jure form with the passage of Jim Crow laws in the American South in the late 19th century. It is influenced by the history of southern states as slave societies, patterns of residential segregation , and later school choice programs, and Supreme Court rulings regarding previous school desegregation efforts. |
| 2015 |
85391 characters 15 sections 30 paragraphs 4 images 116 internal links 24 external links |
3. Sources of contemporary segregation |
segregation 0.554 racial 0.245 court 0.242 integration 0.230 desegregation 0.189 blacks 0.165 composition 0.140 outcomes 0.127 whites 0.121 residential 0.107 charter 0.095 policies 0.093 assignment 0.092 neighborhoods 0.092 desegregated 0.089 |
School segregation in the United States began in its de jure form with the passage of Jim Crow laws in the American South. It is influenced by patterns of residential segregation , school choice programs, and Supreme Court rulings regarding previous school desegregation efforts. |
| 2014 |
85891 characters 15 sections 30 paragraphs 4 images 116 internal links 24 external links |
3. Sources of contemporary segregation |
segregation 0.554 racial 0.245 court 0.242 integration 0.230 desegregation 0.189 blacks 0.165 composition 0.140 outcomes 0.127 whites 0.121 residential 0.107 charter 0.095 policies 0.093 assignment 0.092 neighborhoods 0.092 desegregated 0.089 |
School segregation in the United States began in its de jure form with the passage of Jim Crow laws in the American South. It is influenced by patterns of residential segregation , school choice programs, and Supreme Court rulings regarding previous school desegregation efforts. |
| 2013 |
91175 characters 15 sections 31 paragraphs 4 images 117 internal links 25 external links |
3. Sources of contemporary segregation |
segregation 0.559 racial 0.248 court 0.239 integration 0.226 desegregation 0.186 blacks 0.162 outcomes 0.142 composition 0.138 whites 0.119 residential 0.105 charter 0.093 policies 0.092 assignment 0.090 neighborhoods 0.090 isolation 0.090 |
School segregation in the United States began in its de jure form with the passage of Jim Crow laws in the American South. Contemporary school segregation exists as a de facto phenomenon. [1] It is influenced by patterns of residential segregation , school choice programs, and Supreme Court rulings regarding previous school desegregation efforts. High degrees of racial isolation in schools has been shown to negatively affect both educational outcomes for minority students and social wellbeing outcomes for minority and majority students alike. |