Review of Segregation and School Funding: How States Reinforce Inequality and What to Do About It, by M. Di Carlo & B. D. Baker
DOI:
https://doi.org/10.14507/er.v33.4649Resumen
In this book, Matthew DiCarlo and Bruce Baker examine how racial and economic segregation in U.S. public schools is tied directly to the way schools are funded. The authors intersperse discussion of historical milestones toward equity and their marginal effectiveness with illustrative case studies of school districts in seven metropolitan areas. They also discuss some little-known history that underpins the persistent problem of inequitable education in the United States metropolitan areas. This well-reasoned and well-documented book is an important contribution to the larger, longstanding, and continuously evolving conversation about civil rights, educational equity, housing segregation, tax policy and public-school reform.
Biografía del autor/a
Elsie Szecsy, Arizona State University
Elsie Szecsy is emerita research professional at Arizona State University, where her research interests were on intersections among teaching, learning, and leadership, with institutional, organizational, and instructional arrangements in linguistically and culturally diverse education settings. She was involved in several documentation research projects in metro New York and metro Phoenix, Arizona, that aimed to improve Latino representation among high school and college graduates and among faculty and administrators in K-12 and higher education. Her research interests have since expanded to include humanities-based approaches to discover racial and other injustices in schools and other educational settings. Elsie holds an Ed.D. in educational administration from Teachers College, Columbia University.
Citas
Baker, B. D. (2018). Educational inequality and school finance: Why money matters for American students. Harvard Education Press.
Baker, B. D., DiCarlo, M., & Green, P. C. III. (2022). Segregation and school funding: How housing discrimination reproduces unequal inequality. Albert Shanker Institute. http://shankerinstitute.org/segfunding
Keough, T. (2023). In Levittown’s shadow: Poverty in America’s wealthiest postwar suburb. The University of Chicago Press.
Milliken v. Bradley, 418 U.S. 717 (1974), https://supreme.justia.com/cases/federal/us/433/267/
Kellar, W. H. (1999). Make haste slowly: Moderates, conservatives, and school desegregation in Houston. Texas A&M Press.
Kelly, M. G. (2024). Dividing the public: School finance and the creation of structural inequity. Cornell University Press.
San Antonio Independent School District v. Rodríguez, 411 U.S. 1 (1973), https://supreme.justia.com/cases/federal/us/411/1/
Steffes, T. L. (2024). Structuring inequality: How schooling, housing, and tax policies shaped metropolitan development and education. The University of Chicago Press.
Stone, D. (2012). Policy paradox: The art of political decision making (3rd ed.). W. W. Norton and Company.
[Book reviewed] Di Carlo, M., & Baker, B. D. (2026). Segregation and school funding: How states reinforce inequality and what to do about it. Harvard Education Press.
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Derechos de autor 2026 Elsie Szecsy
Esta obra está bajo una licencia internacional Creative Commons Atribución-CompartirIgual 4.0.
Los/as lectores/as pueden copiar, mostrar, distribuir, y adaptar este articulo, siempre y cuando se de crédito y atribución al autor/es y a Education Review/Reseñas Educativas/Resenhas Educativas , los cambios se identifican y la misma licencia se aplica al trabajo derivada. Más detalles de la licencia de Creative Commons se encuentran en https://creativecommons.org/licenses/by-sa/4.0/. Education Review/Reseñas Educativas/Resenhas Educativas é publicada por Mary Lou Fulton Institute Teachers College da Arizona State University.
Todo conteúdo Education Review / Reseñas Educativas / Resenhas Educativas de 1998-2020 tem uma licença Creative Commons anterior: http://creativecommons.org/licenses/by-nc-sa/3.0
