Understanding issues of racial and socioeconomic segregation in schools is one
way of examining equity in educational policy. This thesis elucidates and explains the
social, legal and political context of the contemporary school desegregation debate in
Minnesota by investigating access to and use of integration resources in the state's largest
urban center. The relationship between policy design and policy implementation in the
area of school integration in Minnesota is explored using a case study analysis approach
which contrasts four models of interdistrict collaboration in terms of organization,
management and resource distribution. The role of decision-makers, front-line service
providers, students and families is examined by identifying particular cultural
assumptions that place integration goals in the context of other educational priorities.
University of Minnesota Master of Arts thesis. December 2009. Major: Education Policy and Administration. Advisor: Peter Demerath. 1 computer file (PDF); iv, 147 pages.
Mattheis, Allison High.
School Integration in Twin Cities Metro Area Interdistrict Collaboratives: Implementation and Interpretation of the Minnesota State Desegregation/Integration Rule.
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