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Equalizing education: An exploratory study of the deisolation of two urban schools
Abstract
There is a need to determine the degree of success which the process of deisolation has attained, as perceived by the participants in that process. In order to make positive changes and ensure progress, the evaluations and suggestions of the participants must be obtained to ensure progress. The basis of this research is a Questionnaire designed to ascertain the perceptions of one hundred and fifty-eight participants in the process of deisolation in the Worcester Public Schools. The participants were comprised of administrators, Majority and Minority parents, politicians, and teachers. The Questionnaires elicited perceptions of schools, parental expectations, student needs, methods of school/home communication, student transportation, attitudes towards the process of deisolation, their degree of input, and a general evaluation of the process. The literature review encompasses the range from the "separate is equal" doctrine of Plessy vs. Ferguson (1896) to the current Worcester Public Schools Deisolation Plan which states that as of October 1, 1990, all Worcester Public Schools should voluntarily achieve a deisolation rate of +/$-$20% of the Worcester Public Schools average of Minority/Majority student enrollment. Results of the study indicate a desire for a successful educational experience and the need for additional school services were evident with all groups, and Minority parents experienced some difficulty with school/home communication. Administrators, politicians, and teachers were generally in agreement that the deisolation process was a positive factor, and that they had adequate input into the process. Results indicate participants were nearly unanimous that both students and community would benefit from the deisolation process. It was concluded that the differences in Majority and Minority parent perceptions were important enough to warrant further study. It would be beneficial to improve parent/school communication, increase parent involvement, and investigate alternative methods to fund increased student services. Finally, any one category is important to warrant further study so as to contribute to the overall success of the process of deisolation.
Subject Area
Educational administration|Multicultural Education
Recommended Citation
Gray, Jean Marie, "Equalizing education: An exploratory study of the deisolation of two urban schools" (1991). Doctoral Dissertations Available from Proquest. AAI9132857.
https://scholarworks.umass.edu/dissertations/AAI9132857