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[null,"1.","Record Nr.",null,"UNINA9910972284203321"]
[null,null,"Autore",null,"Street Paul Louis."]
[null,null,"Titolo",null,"Segregated schools : educational apartheid in post-civil rights America / / Paul Street"]
[null,null,"Pubbl/distr/stampa",null,"New York : , : Routledge, , 2005"]
[null,null,"ISBN",null,"1-136-08066-X"]
[{"$nulls":4},"0-203-35010-3"]
[{"$nulls":4},"1-299-28747-6"]
[{"$nulls":4},"1-136-08058-9"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (227 p.)"]
[null,null,"Collana",null,"Positions : education, politics, and culture"]
[null,null,"Disciplina",null,"379.2/63/0973"]
[null,null,"Soggetti",null,"Segregation in education - United States"]
[{"$nulls":4},"Educational equalization - United States"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Cover; SEGREGATED SCHOOLS; Title Page; Copyright Page; Table of Contents; SERIES EDITORS' INTRODUCTION; Introduction: No Birthday Bash for Brown; 1 Still and Increasingly Separate; 2 Still Savage School Inequalities; 3 Separate But Adequate; 4 The Deeper Inequality; 5 Why Separatism Matters; NOTES; INDEX"]
[null,null,null,"Sommario/riassunto","Fifty years after the US Supreme Court ruled that \"\"separate but equal\"\" was \"\"inherently unequal,\"\" Paul Street argues that little progress has been made to meaningful reform America's schools. In fact, Street considers the racial make-up of today's schools as a state of de facto  apartheid. With an eye to historical development of segregated education, Street examines the current state of school funding and investigates disparities in teacher quality, teacher stability, curriculum, classroom supplies, faculties, student-teacher ratios, teacher'  expectations for students  and students' expec"]