RAP Members' Research


Dolores Acevedo-Garcia

  • Acevedo-Garcia, D. and Lochner, K., “Residential Segregation and Health”, in Ichiro Kawachi and Lisa Berkman (eds.), 2001, Neighborhoods and Health, Oxford University Press.


  • Acevedo-Garcia, D., “A Conceptual Framework of the Role of Residential Segregation in the Epidemiology of Infectious Diseases”, 2000, Social Science & Medicine 51(8): 1143-1161.


Jomills Henry Braddock II

  • Braddock II, J.H., & Gonzalez, A.D.C. (2010). “Social Isolation and Social Cohesion: The Effects of K-12 Neighborhood and School Segregation on Intergroup Orientations.” Teachers College Record Vol.112, Iss.6; p.1631-1653


  • O’Bryan, S. T., Braddock II, J.H., & Dawkins, M. P. “Bringing Parents Back In: African American Parental Involvement, Extracurricular Participation, and Educational Policy,” The Journal of Negro Education, 75 (3), 401-414.


  • Braddock II, J.H., & Hua, L. “Determining the College Destination of African American High School Seniors: Does College Athletic Reputation Matter?” The Journal of Negro Education, 75 (3), 532-545.


  • Braddock II, J.H. “Athletics, Academics, and African American Males”, (2005) Pp.255-283 in O. Fashola. Banks (Ed.) Educating African American Males. Thousand Oaks, CA: Corwin.


  • Braddock II, J.H. & Eitle, T. “The Effects of School Desegregation”, (2004) In J. Banks and C. M. Banks (eds.) Handbook of Research on Multicultural Education, 2nd Edition.


  • Rodriguez, A. & Braddock, J. H. “Race Athletic Involvement and the American Dream: How participation in School Sport May Influence Life Chance Perceptions among Ethnically Diverse Students” (2003) Pp. 215-250 in C. Yeakey & R. Henderson (eds.) Surmounting All Odds: Equalizing Educational Opportunity in the New Millennium.


  • Braddock II, J.H., McPartland, J.M., “Equality of Opportunity”, E.F. Borgatta, M.L. Borgatta (eds.) Encyclopedia of Sociology, Macmillan, New York 2002.


  • Braddock II, J.H., Dawkins, M.P., Wilson, G., “Intercultural Contact and Race Relations among African Youth”, W. Hawley, A. Jackson (Eds.) Toward a Common Destiny: Improving Race Relations in American Society, Jossey-Bass, San Francisco, 237-256 (1995)


  • Dawkins, M.P. and Braddock II, J.H., “The Continuing Significance of Desegregation: School Racial Composition and African American Inclusion in American Society”. Journal of Negro Education, 63 (3); 394-405 (1994).


  • Braddock II, J.H., Dawkins, M.P., Trent, W., “Why Desegregate? The Effect of School Desegregation on Adult Occupational Desegregation of African Americans, Whites and Hispanics”, International Journal of Contemporary Sociology, 31: 273-283 (1994)


Casey Cobb

  • Bifulco, R., Cobb, C. D., & Bell, C. (2009). Can interdistrict choice boost student achievement? The case of Connecticut’s interdistrict magnet school program. Educational Evaluation and Policy Analysis, 31(4), 323-345.


  • Cobb, C. D., & Glass, G. V (2009). School choice in a post-desegregation world. Peabody Journal of Education, 84(2), 262-278


  • Cobb, C. D., & Rallis, S. F. (2008). District responses to NCLB: Where is the justice? Leadership and Policy in Schools, 7(2), 178-201.



John Diamond

  • Diamond, John, B. & James Huguley. (in press). “Black/White Disparities in Educational Outcomes: Rethinking Issues of Race, Culture, and Context.” In N. E. Hill, T. L. Mann & H. E. Fitzgerald (Eds.), African American Children’s Mental Health: Development and Context. New York: Praeger. (forthcoming)


  • Diamond, John B. (2008) “Cultivating a School-Based Discourse that Emphasizes Teachers’ Responsibility for Student Learning” in Mica Pollock, (Ed.) Everyday Antiracism: Concrete Ways to Successfully Navigate the Relevance of Race in School. New York: The New Press. (2008)


  • Diamond, John B. (2008). “The Racial Achievement Gap.” International Encyclopedia of the Social Sciences, 2nd edition. Edited by William A. Darity, Jr. Farmington Hills, MI: MacMillan. (2008)


  • Diamond, John B. & Kristy Cooper. (2007). “The Uses of Evidence in Urban Elementary Schools: Some Lessons from Chicago” 106(1): 241-263, Yearbook of the National Society for the Study of Education. (2007)


  • Diamond, John B. “Cultivating High Expectations in an Urban Elementary School: The Case of Kelly School.” In James P. Spillane and John B. Diamond (eds.) Distributed Leadership in Practice. New York: Teachers College Press. (2007)


  • Diamond, John B. “Where the Rubber Meets the Road: Rethinking the Connection between High Stakes Accountability Policy and Classroom Instruction.” Sociology of Education, 80(4): 285-313. (2007)


  • Diamond, John B., Amanda E. Lewis, and Lamont Gordon. “Race, Culture, and Achievement Disparities in a Desegregated Suburb: Reconsidering the Oppositional Culture Explanation” International Journal of Qualitative Studies in Education, Special Issue: Free Spaces: Excavating Race, Class, and Gender among Urban Schools and Communities. 20(6): 655-680. (2007)


  • Spillane, James P. and John B. Diamond (Eds.). Distributed Leadership in Practice. New York: Teachers College Press. (2007)


  • Diamond, John B. “Still Separate and Unequal: Examining Race, Opportunity, and School Achievement in “Integrated” Suburbs.” Journal of Negro Education, 75(3): 495-505. (2006)


  • Spillane, James. P., John B. Diamond, Jennifer. Z. Sherer, Amy F. Coldren. “Distributing Leadership” In Coles, M & Southworth (eds.), Developing Leadership: Creating the Schools of Tomorrow. Open University Press. (2005)


  • Diamond, John B. & James P. Spillane. “High Stakes Accountability in Urban Elementary Schools: Challenging or Reproducing Inequality?” Teachers College Record, Special Issue on Testing, Teaching, and Learning. 106(6): 1140-1171. (2004)


  • Diamond, John B. & Kimberly Gomez. “African American Parents’ Orientations toward Schools: The Implications of Social Class and Parents’ Perceptions of Schools.” Education and Urban Society, 36(4): 383-427. (2004)


  • Diamond, John B., Antonia Randolph, & James P. Spillane. “Teachers’ Expectations and Sense of Responsibility for Student Learning: The Implications of School Race, Class, and Organizational Habitus.” Anthropology and Education Quarterly, 35(1) 75-98, Special Issue on Race, Power, and the Ethnography of Urban Schools. (2004)


  • Spillane, James P., Richard Halverson, & John B. Diamond. “Towards a Theory of Leadership Practice: A Distributed Perspective.” Journal of Curriculum Studies. 36(1): 3-34. (2004)


  • Payne, Charles M. & John B. Diamond. “The Comer School Development Process: Developing Leadership in Urban Schools.” In Amanda Datnow and Joseph Murphy (eds.), Leadership for School Reform: Lessons from Comprehensive School Reform Design. Corwin Press. (2003)


  • Spillane, James P., John B. Diamond, & Loyiso Jita. “Leading Instructional Innovation: A Distributed Model of Leadership.” Journal of Curriculum Studies, 35(5): 533-543 (2003)


  • Spillane, James P., Tim Hallett, & John B. Diamond. “Forms of Capital and the Construction of Leadership: Instructional Leadership in Urban Elementary Schools.” Sociology of Education, 76(1) 1-17. (2003)


  • Spillane, James P., John B. Diamond, Patricia Burch, Tim Hallett, Loyiso Jita, & Jennifer Zoltners. “Managing in the Middle: School Leaders and the Enactment of Accountability Policy.” Educational Policy, 16(5): 731-763. (2002)


  • Spillane, James P., John B. Diamond, Lisa Walker, & Rich Halverson, & Loyiso Jita. “Urban School Leadership and Elementary Science Instruction: Identifying, Mobilizing, and Activating Resources in a Devalued Subject Area.” Journal of Research in Science Teaching, 38(8): 918-940 (2001)


  • Spillane, James P., Richard Halverson, & John B. Diamond. “Investigating School Leadership Practice: A Distributed Perspective.” Educational Researcher, 30(3):23-28. (2001)


  • Diamond, John B. “Beyond Social Class: Cultural Resources and Educational Participation Among Low-Income Black Parents.” Berkeley Journal of Sociology: A Critical Review, 44:15-54. (2000)


  • Diamond, John B., “Inner Strength: Being African and American,” In D. Schoem (ed.), Inside Separate Worlds: Life Stories of Young Blacks, Jews and Latinos, Ann Arbor: University of Michigan Press. (Autobiographical) (1991)


Erica Frankenberg

  • Frankenberg, E., & Jacobsen, R. (accepted for publication). Trends– School Integration Polls. Public Opinion Quarterly.


  • Frankenberg, E. (accepted for publication). Exploring Teachers’ Racial Attitudes in a Racially Transitioning Society. Education and Urban Society.


  • Frankenberg, E., Siegel-Hawley, G., & Wang, J. (forthcoming). Choice without Equity: Charter School Segregation. Education Policy Analysis Archives.



  • Frankenberg, E. (2010). Exploring the difference in diverse schools’ destinies: A research note. Teachers College Record.


  • Frankenberg, E., Taylor, A., and Merseth, K.M. (2010). Walking the walk: Commitment of pre-service teachers to urban education. Urban Education 45(3): 312-346.


  • Frankenberg, E. (2009). Splintering school districts: Understanding the link between segregation and fragmentation. Law and Social Inquiry 34 (4): 869-909.


  • Frankenberg E. (2009). The demographic context of urban schools and districts. Equity and Excellence in Education 42(3): 255-271.


  • Taylor, A., and Frankenberg, E. (2009). Understanding prospective teachers’ commitment to urban education. Equity and Excellence in Education 42(3): 327-346.


  • Frankenberg, E. (2009). The segregation of American teachers. Education Policy Analysis Archives 17(1).


  • Orfield, G., Frankenberg, E., and Garces, L.M. (2008). Statement of American social scientists of research on school desegregation to the U.S. Supreme Court in Parents Involved v. Seattle School District and Meredith v. Jefferson County. Urban Review 40: 96-136.


  • Frankenberg, E., & Siegel-Hawley, G. (in press). Choosing Diversity: School Choice and Racial Integration in the Age of Obama. Stanford Journal on Civil Rights and Civil Liberties 6 (2), 219-252.


  • DeBray-Pelot, E. & Frankenberg, E. (2010). Federal Legislation to Promote Metropolitan Approaches to Educational and Housing Opportunity. Georgetown Journal on Poverty Law and Policy, 17(2), 265-286.


  • Frankenberg, E., Aden, L. C., & Daye, C. E. (2010). The Future is Now: Legal and Policy Options for Racially Integrated Education. North Carolina Law Review, 88(3), 713-724.


  • Frankenberg, E., & Le, C.Q. (2009). The Post-Seattle/Louisville Challenge: Extra-Legal Obstacles to Integration. Ohio State Law Journal, 69 (5), 1015-1072.


  • Frankenberg, E. (2009). Metropolitan Schooling and Housing Integration. Journal of Affordable Housing and Community Development Law, 18(2), 195-215.


  • Frankenberg, E. and Garces, L.M. (2008). The Use of Social Science Evidence in Parents Involved and Meredith: Implications for Researchers and Schools. Louisville Law Review 46 (1), 703-751.


  • Frankenberg, E. (2008). School segregation, desegregation, and integration: What do these terms mean in a post-PICS, racially transitioning society? Seattle Journal for Social Justice 6(2): 553-590.


  • Orfield, G., Frankenberg, E., & Siegel-Hawley, G. (2010) Segregation is Failing. Can we find a new path to integrated schools? Educational Leadership 68 (3): 22-27.









Douglas Harris

  • Goldrick-Rab, S., Harris, D, & Trostel, P. (accepted for publication). Why money matters (or doesn’t) for college success: An interdisciplinary approach.” J. Smart (Ed) Higher Education: Handbook of Theory and Research. New York: Springer.”


  • Harris, D. (forthcoming). ” Educational outcomes of disadvantaged students: From desegregation to accountability,” In H. Ladd and T. Fiske, AEFA Handbook of Research in Education Finance and Policy. Hillsdale, NJ: Laurence Erlbaum.


  • Harris, D. & Adams, S. (2007). “Understanding the level and causes of teacher turnover: A comparison with other professions,” Economics of Education Review, 26, 325-337.”


  • Harris, D. (forthcoming). “Class size and school size: Taking the trade-offs seriously,” In Brookings Papers on Education Policy 2006-2007, (eds.) Frederick M. Hess and Tom Loveless. Washington , DC: Brookings Institution.


  • Harris, D. and Sass, T. (2007). The Effects of NBPTS-Certified Teachers on Student Achievement. National Center for the Analysis of Longitudinal Data in Education Research (CALDER). Working Paper #4. Washington, DC: Urban Institute.


  • Harris, D. (2007). “Diminishing marginal returns and the production of education: An international analysis,” Education Economics, 15(1), 31-45.


  • Harris, D., Herrington, C., & Albee, A. (2007). “The future of vouchers: Lessons from the adoption, design, and court challenges of Florida’s three voucher programs,” Educational Policy, 21(1), 215-244.


  • Harris, D. (2007). “High flying schools, student disadvantage and the logic of NCLB,” American Journal of Education, 113(3), 367-394.


  • Harris, D. (2006). Lost Learning, Forgotten Promises: A National Analysis of School Racial Segregation, Student Achievement, and ‘Controlled Choice’ Plans. Center for American Progress, Washington, DC.


  • Harris, D.N. & Herrington, C.D. (2006). “Accountability, standards, and the growing achievement gap: Lessons from the past half-century,” American Journal of Education, 112(2), 209-238.


  • Glomm, G., Harris, D., & Lo, T. (2005). “Charter school location,” Economics of Education Review, 24(4), 451-457.


  • Guthrie, J., Wong, K., & Harris, D. (2004). “A Nation at Risk: A 20-year reappraisal.” (eds.) Special Issue of the Peabody Journal of Education, 19(1).


  • Harris, D., Handel, M., & Mishel, L. (2004). “Education and the economy revisited: How schools matter,” Peabody Journal of Education, 19(1), 36-63.


  • Harris, D. (2002). “Identifying optimal class sizes and teacher salaries,” In Cost Effectiveness Analysis in Education, (eds.) Henry Levin and Patrick McKewan. Larchmont , NY : American Education Finance Association.


  • Harris, D. and Plank, D. (2000). “Cost effective policies for reducing class size and increasing teacher quality,” in Allocating School Resources to Improve Student Performance. Chicago : U.S. Department of Education (North Central Regional Education Laboratory).


Jennifer Jellison Holme

  • Holme, J.J., Richards, M., Cohen, R. & Jimerson, J. (2010). Assessing the Effects of High School Exit Exams. Review of Educational Research


  • Holme, J.J. & Richards, M. (2009). School Choice and Stratification in a Metropolitan Context: Inter- District Choice and Regional Inequality. Peabody Journal of Education, 84(2),150-171.


  • Wells, A.S., Holme, J.J., Revilla, A. & Atanda, A.K. (2009). In Search of Brown: The Unfulfilled Promise of School Desegregation in Six Racially Mixed High Schools. Berkeley, CA: University of California Press.


  • Holme, J.J. & Wells, A.S. (2008). Beyond urban borders: How NCLB could provide meaningful choice to children in failing schools. In R. Kahlenberg (Editor) A Century Foundation Edited Volume on the No Child Left Behind Act. New York: The Century Foundation.


  • Holme, J. J. (2008). High stakes diplomas: Organizational responses of California’s high schools to the state’s exit examination requirement, Research in Sociology in Education, 16, 157-188.


  • Holme, J. J., Wells, A.S., Revilla, A.R. (2005). Learning through experience: What graduates gained by attending desegregated high schools. Equity and Excellence in Education, 38(1), 14-24.


  • Wells, A.S., & Holme, J. J. (2005). No accountability for diversity: Standardized tests and the demise of racially mixed schools. In Boger, J., Edely, C., & Orfield, G. (Eds.), School Resegregation: Must the South turn back?. Chapel Hill, NC: University of North Carolina Press.


  • Wells, A.S., Holme, J.J., Atanda, A.K., Revilla, A. (2005). Tackling racial segregation one policy at a time: Why school desegregation only went so far. Teachers College Record, 107(9), 2141-2177.


  • Holme, J.J. (2002). Buying homes, buying schools: School choice and the social construction of school quality. Harvard Educational Review, 72(2), 177-205.



Richard Kahlenberg

  • Improving on No Child Left Behind: Getting Education Reform Back on Track (2008)


  • Public School Choice vs. Private School Vouchers (2003)


  • Divided We Fail: Coming Together Through Public School Choice


  • The Report of The Century Foundation Task Force on the Common School, Chaired by Lowell Weicker (Executive Director) (2002)


  • A Notion at Risk: Preserving Public Education as an Engine for Social Mobility (2000)


  • Richard D. Kahlenberg, The Century Foundation, Why It Matters Who Your Classmates Are: A National Perspective (2010)



  • Richard D. Kahlenberg, The Century Foundation, Socioeconomic and Racial School Integration (2009)


  • Richard D. Kahlenberg, The Century Foundation, Can Separate Be Equal? The Overlooked Flaw at the Center of No Child Left Behind (2008)


  • Richard D. Kahlenberg, The Century Foundation, Improving On No Child Left Behind: Getting Education Reform Back on Track (2008)


  • Richard D. Kahlenberg, The Century Foundation, Fixing No Child Left Behind (2008)


Jamie Lew

  • Lew, J. (2007). Asian Americans in New Jersey: Memories and Narratives in the Making. Rutgers University Press.


  • Lew, J. (2006). Asian Americans in Class: Charting the Achievement Gap Among Korean American Youth. Teachers College Press. “Burden of Acting Neither White nor Black: Asian American Identities in Context” under review, The Urban Review.


  • Lew, J. “A Structural Analysis of High- and Low-Achieving Korean American Youths: Class, Social Capital, Parental Strategies,” Teachers College Record, Vol. 109 (2), 2007.


  • Lew, J. “Asian American Identities: Intersection of Class, Race, Schools,” In A.R. Sadovnik, The Sociology of Education Reader, Routledge, 2007.


  • Lew, J. (2004). “The ‘Other’ Story of Model Minorities: Korean American High School Dropouts in an Urban Context,” Anthropology and Education Quarterly, Vol. 35 (3) 297-311.


  • Lew, J. (2003). “Korean American High School Dropouts: A Case Study of Their Experiences and Negotiations of Schooling, Family, and Communities,” In Sue Books, (Ed.), Invisible Children in the Society and its Schools, Lawrence Erlbaum, pp. 53-66.


  • Lew, J. (2003). “(Re) Construction of Second-Generation Ethnic Networks: Structuring Academic Success of Korean American High School Students,” In C. C. Parks, S. J. Lee and A. L. Goodwin (Eds.), Research on the Education of Asian Pacific Americans, Vol. II. Information Age Publishing, pp. 157-176. Lew, J. (in press).


Roslyn Mickelson


  • “Integrated Education and Mathematics Outcomes: A Synthesis of Social Science Research” North Carolina Law Review 87, 993-1089, 2010, with Martha Bottia.


  • “Goals, Grades, Fears, and Peers.” Teachers College Record, 112 (4): 1-12, 2010.


  • “Twenty-first Century Social Science Research on School Diversity and Educational Outcomes” Ohio State Law Journal 69: 1173-1228, 2008.


  • “Class and Race Challenges to Community Collaboration for Educational Change.” School/Community Journal, 2008, 18 (2): 29-52, second author with Linwood H. Cousins, Brian Williams, Anne Velasco.


  • “The Interactive Effects of Race, Gender, and High School Racial Composition on College Track Placement” Social Forces (82) 2:497-523, 2007, with Stephanie Southworth.


  • “Neotracking in North Carolina: How High School Courses of Study Reproduce Race and Class-based Stratification Teachers College Record, 110 (3): 535-570, 2008 with Bobbie Everitt.


  • “Editors’ Introduction to the Special Issue on New Perspectives on Youth Development and Social Identity in the 21st Century.” Teachers College Record February 2007, with Ratna Ghosh & Jean Anyon.


  • “The Social Science Evidence on the Effects of Diversity in K-12 Schools” in Poverty and Race Sept/October 2007, 12-14


  • “Connecting the Pieces of the Puzzle: Gender Differences Among African American Middle School Students.” Journal of Negro Education, 75: 34-48, 2006 with Anthony Green.


  • “Segregation and the SAT” Ohio State Law Journal 67: 157-199, 2006.


  • “When Opting-Out is Not a Choice; Implications for NCLB from Charlotte, North Carolina.” Equity & Excellence in Education 38: 1-15, 2005, with Stephanie Southworth.


  • “Achieving Equality of Educational Opportunity in the Wake of Judicial Retreat from Race Sensitive Remedies: Lessons from North Carolina” American University Law Review 52 (6): 152-184, 2003.


  • “The Academic Consequences of Desegregation and Segregation: Evidence from the Charlotte-Mecklenburg Schools” North Carolina Law Review Vol. 81 (4): 120-165, April, 2003.


  • “When are Racial Disparities in Education the Result of Discrimination? A Social Science Perspective.” Teachers College Record, Vol. 105 (6): 1052-1086 August, 2003.


  • “Subverting Swann: First- and Second- Generation Segregation in Charlotte, North Carolina” American Educational Research Journal , 38(2): 215-252 , 2001.


  • “All That Glitters is Not Gold: The Outcomes of Educational Restructuring in Charlotte, North Carolina” with Stephen S. Smith. Education Evaluation and Policy Analysis , 22:101-127, 2000.


  • “The Effects of Segregation on African American High School Seniors’ Academic Achievement” with Damien Heath. Journal of Negro Education, 68 (4): 566-586, 1999.


  • “Fear of Falling from Grace: The Middle Class, Downward Mobility, and School Desegregation” Research in Sociology of Education and Socialization, (10): 207-238, 1994, with Carol A. Ray.


  • “Integrated Schooling and Preparation for Citizenship in Plural Democratic Societies: Evidence from Social and Behavioral Science, 1980-2010.”in David Garcia, Arnold Danzig, and Kathryn Borman (Eds) Review of Research in Education , AERA, with Mokubung Nkomo, forthcoming 2011.


  • “The Math/Science Equity Project: Working With Educators to Increase African American Parental Involvement in Secondary Math and Science Course Placements” in Lea Hubbard & Catherine Hands (Eds), Family and Community Inclusion in Education, with Linwood Cousins, forthcoming 2010.


  • “The Chimera of Choice. Post-unitary Charlotte’s Rapid Resegregation” in Claire Smrekar (ed) Court-Ended Desegregation: The Reconstitution of Schools and Communities forthcoming 2009, Cambridge, MA: Harvard Education Press, with Stephen S. Smith, & Stephanie Southworth.


  • “Desegregation.” In Encyclopedia of African American Experience Kofi Lometey (Ed). Newbury Park, CA: SAGE, with Martha Bottia, 2009.


  • “The American Sociological Association’s Spivack Project on the Effects of School and Classroom Diversity on Educational Outcomes” in Education for Social Cohesion in Democratic and Multiethnic Societies: A Glolocal Dialogue . Edited by J. Jansen, S. Vandeyar, & M. Nkomo, 2009.


  • “Race, Ethnicity, and Education” In Handbook on Education Policy Research David Plank, Barbara Schneider, & Gary Sykes (Eds). Washington, DC: American Educational Research Association, forthcoming 2009.


  • “School Choice and Segregation by Race, Class, and Ability” in Gary Miron and Kevin Welner (eds) School Choice, 2008, EPRU Policy Brief, with Martha Bottia and Stephanie Southworth. “Foreword” Pp. i-ivx in John U. Ogbu (2008) Collective Identity and Schooling. New York, Lawrence Erlbaum.


  • “Taking Math & Science to Black Parents: Promises and Challenges of a Community-based Intervention for Educational Change.” The power of place: Neighborhoods, schools and social inequality. Yeakey, C. C. & Tate, W.F. (Eds.). Oxford, England: Elsevier, Inc, 2009 forthcoming, with Linwood Cousins, Brian Williams, and Anne Velasco.


  • “Undermining Racially Correlated Tracking Through Empowering Minority Parent Involvement. in Everyday Antiracism; Concrete Ways to Successfully Navigate the Relevance of Race in School Mica Pollack (Ed). The New Press, 2008, with Linwood Cousins.


  • “Implications for NCLB from Charlotte, North Carolina‘s Experiences with the Transfer Out Option” in Sociological Perspectives on No Child Left Behind Alan Sadovnik (Ed) Routledge/Taylor & Francis, 2007, with Stephanie Southworth.


  • “School Segregation, Desegregation.” in Encyclopedia of Sociology George Ritzer (Ed), Blackwell. 2007.


  • “The Persistent Paradox: Race, Gender, and Adolescents’ Attitudes Toward Achievement” in Minority Status, Identity, and Schooling , John U. Ogbu (Ed), Lawrence Erlbaum, 2008 .


  • “Bring It On. Diverse Responses to “Acting White” Among Academically Able African Americans,” in Beyond Acting White: Reassessments and New Directions in Research on Black Students and School Success, Erin McNamara Horvat & Carla O’Connor ( Eds), 2006, New York: Teachers College Press.


  • “The Incomplete Desegregation of the Charlotte-Mecklenburg Schools” in Resegregation of the American South Jack Boger, and Gary Orfield (Eds), Chapel Hill: North Carolina University Press. 2005


  • “Maximizing Choice and Diversity in Public Education” in School Choice and Student Diversity: Examining the Evidence, Janelle Scott (Ed), Teachers College Press, 2005.


  • “How Tracking Undermines Race Equity in Desegregated Schools.” in Bringing Equity Back In, Amy Stuart Wells and Janice Petrovich (Eds), Teachers College Press, 2005.


  • “White Privilege in a Desegregated School System” in The End of Desegregation? Carl Bankston and Steven Caldas (Eds), New York: Basic Books 2003.


Pedro Noguera

  • Noguera, P. A., Aida Hurtado and Edward Fergus (Eds.) (2011) Understanding and Responding to the Disenfranchisement of Latino Males: Invisible No More. New York: Routledge.


  • Noguera, P. A. and A. Wade Boykin (2011) Closing the Achievement: From Research to Practice. Washington, D.C.: ASCD.


  • Noguera, P.A., William Ayers, Gloria Ladson Billings and David Stovall (Eds.) (2008) City Kids, City Schools. New York: New Press.


  • Noguera, P. A. (2008) The Trouble With Black Boys and Other Reflections on Race, Equity and the Future of Public Education (Wiley and Sons).


  • Noguera, P., Ginwright, S., and Camarota, J. (Eds.). (2006). Beyond Resistance!: Youth Activism and Community Change . New York: Routledge.


  • Noguera, P. A., & Wing, J. Y. (Eds.). (2006). Unfinished Business: Closing the Achievement in Our Schools . San Francisco: Josey Bass.


  • Noguera, P. and Carlos Alberto Torres (Eds.) (2008). Reinventing Paulo Freire. London: Sense Publishers


  • Noguera, P. A. (2003) City Schools and the American Dream: Fulfilling the Promise of Public Education . New York: Teachers College.


  • Noguera, P. (2006). A Critical Response to Michael Fullan’s “The Future of Educational Change: System Thinkers in Action. Journal of Educational Change, Spring.


  • Noguera, P. (2006) “Education, Immigration and the Future of Latinos in the United States” in Journal of Latino Studies, volume 5, number 2.


  • Noguera, P. (2006) “How Listening to Students can Help High Schools to Improve”. Theory Into Practice.


  • Goldstein, J. and P. Noguera (2006) “Cultivating Good Teaching: Providing Instructional Leadership Through Teacher Peer Assistance and Review” in Education Leadership, March.


  • Ginwright, S. J. Camarota and P. Noguera (2005) Youth, Social Justice and Urban Communties. Journal of Social Justice. Vol. 32, No. 3


  • Noguera, P. and R. Cohen (2006) “Patriotism and Accountability”. Phi Delta Kappan. Spring.


  • Noguera, P.A. (2005) “School Reform and Second Generation Discrimination: Toward the Development of Bias-free and Equitable Schools”. Sage Journal Race Relations. Vol. 30, No. 3, August 2005.


  • Noguera, P.A. (2004) “Transforming High Schools” in Educational Leadership, Vol 61, No. 8, May.
    Also appeared in the “Best of Education Leadership” 2005.


  • Noguera, P. A. (2004) “Racial Segregation and the Limits of Local Control in Oakland” in Teachers College Record, Fall 2004.


  • Noguera, P.A. (2004) “Social Capital and the Education of Immigrant Students: Categories and Generalizations” in Sociology of Education, Vol. 77, No. 2, April 2004.


  • Blankstein, A. and Noguera, P.A. (2004) “Reclaiming the Promise of Public Education” in School Administrator Journal. May.


  • Noguera, P. A. (2002) Understanding the Link Between Racial Identity and Academic Achievement and Creating Schools Where that Link Can be Broken” in Sage Race Relations Abstracts, Institute of Race Relations, Vol. 27(3):5-15


  • Noguera, P.A. (2001). “The Elusive Quest for Equity and Excellence.” Education and Urban Society, Vol. 34, No. 1 November, pp. 18-41.


  • Noguera, P.A. (2001) “The Trouble With Black Boys: The impact of social and cultural forces on the academic achievement of African American males. In Harvard Journal of African American Public Policy.


  • Noguera, P. A. (1997). Reconsidering the “crisis” of the Black male in America. Social Justice, 24(2), 147-164. [Reprinted (1998) 21st Century Policy Review.]


  • Noguera, P.A. (1996). Confronting the urban in urban school reform. The Urban Review, 12(8), 1-19.


  • Noguera, P. A. (1996). Responding to the crisis confronting California’s Black male youth: Providing support without furthering marginalization. The Journal of Negro Education, 65(2), 219-236.


  • Noguera, P.A. (1995). A tale of two cities: School desegregation and racialized discourse in Berkeley and Kansas City. International Journal of Comparative Race and Ethnic Studies, 2(2), 48-62.


  • Noguera, P. A. (1995). Educational rights and Latinos: Tracking as a form of second generation discrimination. La Raza Law Journal, 8(1), 25-41.


  • Noguera, P. A. (1995). Ties that bind, forces that divide: Berkeley high school and the challenge of integration. University of San Francisco Law Review, 29(3), 719-740.


  • International Quarterly of Community Health Education, 14(4), 417-433.


  • Noguera, P. A. (1994). Confronting the challenge of privatization in public education. Journal of Negro Education, 63(2), 237-250.


  • Noguera, P. A. (1993). Simple justice gets complicated: A reassessment of desegregation efforts forty years after the Brown decision. Hastings Constitutional Law Journal, 20(3), 797-804.


  • Noguera, P. A. (2005) “And What Will Become of Children Like Miguel Fernandez? Y Que Pasara Con Jovenes Como Miguel Fernandez?” Education, Immigration and the Future of Latinos in the United States in The Future of Latinos in the United States edited by Juan Flores and Renato Rosaldo. New York: Basic Books.


  • Noguera, P.A. (2004) Standards for What, Accountability for Whom? Re-thinking standards-based reform” in Holding Accountability Accountable edited by Ken Sirotnik. Teachers College Press.


  • Conchas, G. and Noguera, P. A. (2004) Adolescent Boys: Exploring Diverse Cultures of Boyhood, edited by Niobe Way and Judy Chu (New York University Press).


  • Noguera, P.A. (2004) “Going Beyond the Slogans and Rhetoric” in Letters to the Next President: What We Can Do About the Real Crisis in Public Education. New York: Teachers College Press.


  • Noguera, P.A. (2003) “Responses to Street Scripts” in What They Don’t Learn in School, edited by Jabari Mahiri. New York: Peter Lang.


  • Noguera, P. A. (2003) ‘Welcome to New York, Now Go Home” Multiple Forces Within the Urban Environment and Their Impact Upon Recent Mexican Immigrants In New York City” in Immigrants and Schooling: Mexicans in New York, edited by Regina Cortina and Monica Gendreau. New York: Center for Migration Studies.


  • Noguera, P. A. (2003) “Anything But Black: Bringing Politics Back to the Study of Race” in Problematizing Blackness, edited by Percy C. Hintzen and Jean Muteba Rahier New York: Routledge.


  • Noguera, P.A. (2003) “Joaquin’s Dilemma: Understanding the Link Between Racial Identity and School-related Behaviors”. In Adolescents at School: Perspectives on Youth, Identity, edited by Michael Sadowsky, Harvard Education Press.


  • Noguera, P. A. (2003) “Racial Isolation and the Limits of Local Control as a Means of Holding Schools Accountable” in Youth and Work in the Post-Industrial City of North America and Europe. Edited by Laurence Roulleau-Berger. Leiden, Netherlands: Brill.


  • Noguera, P.A. (2001). “The Role of Research in Challenging Racial Inequality in Education.” In L. Roulleau-Berger and M. Gauthier (eds) “les jeunes et l’emploi dans les villes d’Europe et d’AmErique du Nord.” Edited in Editions de l’Aube.


  • Noguera, P. A. (2001). “Challenging racial inequality in education.” In Laurence Burger (Ed), Comparative Perspectives on Youth, Employment and Democracy. Philadelphia, PA: Temple University Press.


  • Noguera, P. “Why Pressure Alone is not Enough to Help Troubled Schools”. Commentary, Teachers Colle Record, May 16, 2005.


  • Noguera, P. “Are We Ready for Parent Involvement?”, Los Angeles Times, Opinion Page editorial, June 11, 2005.


  • Noguera, P. A. (2004) “Social Class, But What About the Schools?” A Critical response to Social Class and Schools by Richard Rothstein in Poverty and Race, Vol. 13, No. 5, Sept/Oct.


  • Noguera, P.A. and J. Aronson (2004) “Closing the Black-White Opportunity Gap” in Contexts, Summer.


  • Noguera, P. A. “Where to Next? The Nation’s Pursuit of Integrated Schooling” in NewsLeader, Vol 51, No. 9, May 2004 “The Legacy of All Deliberate Speed” in Education Week, Volume XXIII, Number 37, May 19, 2004


  • Noguera, P. A. and Robby Cohen “A Return to Plessy?” in The Nation, May 3, 2004.


  • Noguera, P. A. and Robby Cohen “Reflections on School Integration 50 years After Brown” in Education Week, May., 2004.


  • Noguera, P. A. “Blaming or Saving Disadvantaged Youth: The Social Context of Risk and Resilience” published as part of the conference proceedings of the National Conference on Risk and Resilience. Cambridge, MA October 24, 2002.


  • Noguera, P. A. (2002) “The Role of Schools of Education in Transforming Inner-City Schools” in Transforming Urban Education: Community, Equity and Access. Buffalo, N.Y.: SUNY Press.


  • Noguera, P.A., A. Okahara and J. Wing (2000) Organizing Against Racial Inequality: The Berkeley High School Diversity Project. In Toward a collective wisdom: forging successful educational partnerships, Nina Hirsch Gabelko, editor. Berkeley, CA: Eco Center, Graduate School of Education, UC Berkeley.


  • Noguera, P. (2000) When parents want out. The Courier, Unesco November 2000.


  • Noguera, P.A. and Akom, A. Disparities Demystified. In The Nation. June 25, 2000. Vol. 270, No. 22


  • Noguera, P.A. (1999) Equity in Education: What Difference Can Teachers make? In Standards to Support Teachers’ Growth. Sacramento, CA: California Professional Development Consortia, October.


  • Noguera, P. A. (1999). Confronting the challenge of diversity. The School Administrator, 56(5), 16-18.


  • Noguera, P.A. (1999). “The Role of Research in Challenging Racial Inequality in Education.”


  • Noguera, P.A. (2003) A Plan for Linking Schools to Social Services in Los Angeles County. Funded by the Los Angeles County Office of Education.


  • Noguera, P., Routé-Chatmon, L., & Williams, J. (1999). Berkeley High School Diversity Project. Project report. Berkeley, CA: University of California at Berkeley Graduate School of Education and Berkeley High School.


sean reardon

  • Reardon, S.F. (in press). “The widening socioeconomic status achievement gap: new evidence and possible explanations.” In Richard Murnane & Greg Duncan (Eds.), Social and Inequality and Economic Disadvantage. Washington, DC: Brookings Institution.


  • Reardon, S.F., & Bischoff, K. (in press). “Income Inequality and Income Segregation.” American Journal of Sociology.


  • Reardon, S.F., & Rhodes, L. (in press). “The Effects of Socioeconomic School Integration Plans on Racial School Desegregation.” In Erica Frankenberg, Elizabeth DeBray-Pelot, and Gary Orfield (Eds.), Legal and Policy Options for Racially Integrated Education in the South and the Nation. Chapel Hill: University of North Carolina Press.


  • Reardon, S.F., Arshan, N., Atteberry, A., & Kurlaender, M. (in press). “Effects of Failing a High School Exit Exam on Course-Taking, Achievement, Persistence, and Graduation.” Educational Evaluation and Policy Analysis.


  • Reardon, S.F., & Raudenbush, S.W. (2009). “Assumptions of Value-Added Models for Estimating School Effects.” Educational Finance and Policy 4(4): 492-519.


  • Reardon, S.F. (2009). “Measures of Ordinal Segregation.” Research on Economic Inequality, 17: 129-155.


  • Reardon, S.F. & C. Galindo. (2009). “The Hispanic-White Achievement Gap in Math and Reading in the Elementary Grades.” American Educational Association Journal 46(3): 853-891.


  • Reardon, S.F., Cheadle, J.E., & Robinson, J.P. (2009). “The effect of Catholic schooling on math and reading development in kindergarten through fifth grade.” Journal of Research on Educational Effectiveness 2: 45-87.


  • Reardon, S.F., Farrell, C.R., Matthews, S.A, O’Sullivan, D., Bischoff, K., & Firebaugh, G. (2009). “Race and Space in the 1990s: Changes in the Geographic Scale of Racial Residential Segregation, 1990-2000.” Social Science Research 38:55-70.


  • Reardon, S.F., Matthews, S.A, O’Sullivan, D., Lee, B.A., Firebaugh, G., Farrell, C.R., & Bischoff, K. (2008). “The geographical scale of metropolitan racial segregation.” Demography 45: 489-514.


  • Reardon, S.F. & C. Galindo. (2007) “Patterns of Hispanic Students’ Math Skill Proficiency in the Early Elementary Grades.” Journal of Latinos and Education 6(3): 229-252


  • Reardon, S.F., & Robinson, J.P. (2007). “Patterns and trends in racial/ethnic and socioeconomic achievement gaps.” In Helen A. Ladd & Edward B. Fiske (Eds.), Handbook of Research in Education Finance and Policy. Lawrence Erlbaum.


  • Reardon, S.F. (2006). “A Conceptual Framework for Measuring Segregation and its Association with Population Outcomes.” In J. Michael Oakes & Jay S. Kaufman (Eds.), Methods in Social Epidemiology. Pp 169-192.


  • Reardon, S.F., and Raudenbush, S.W. (2006). “A partial independence item response model for surveys with filter questions.” Sociological Methodology 36: 257-300.


  • Reardon, S.F., Yun, J.T, & Kurlaender, M. (2006). “Implications of Income-Based School Assignment Policies for Racial School Segregation.” Educational Evaluation and Policy Analysis 28(1): 49-75.


  • Reardon, S.F., & O’Sullivan, D. (2004) “Measures of spatial segregation” Sociological Methodology 34:121-162.


  • Reardon, S.F., & Yun, J.T. (2003). “Integrating neighborhoods, segregating schools: The retreat from school desegregation in the South, 1990-2000.” North Carolina Law Review 81/4:1563-1596.


  • Reardon, S.F., & Firebaugh, G. (2002). “Measures of multigroup segregation.” Sociological Methodology 32:33-67.


  • Reardon, S.F., & Yun, J.T. (2001) “Suburban racial change and suburban school segregation, 1987-1995.” Sociology of Education. 74/2:79-101.


  • Reardon, S.F., Yun, J.T., & Eitle, T.M. (2000) “The changing structure of school segregation: Measurement and evidence of multi-racial metropolitan school segregation, 1989-1995.” Demography, 37/3: 351-364.


Vanessa Siddle Walker

  • Walker, V. S. (1996). Their highest potential: An African American school community in the segregated south. Chapel Hill: University of North Carolina Press.


  • Hidalgo, N., McDowell, C., Siddle, E. (Eds.) (1990). Facing racism in American education. Cambridge, MA: Harvard Educational Review Reprint Series.


  • Walker, V. S. (2005). Organized resistance and black educators’ quest for school equality, 1878-1938. Teachers College Record 107, 355-388.


  • Walker, V. S. (2005). After methods, then what? A researcher’s response to the report of the National Research Council. Teachers College Record, 107, 30-37.


  • Walker, V. S., & Archung, K. N. (2003). The segregated schooling of blacks in the southern United States and South Africa. Comparative Education Review, 47, 21-40.


  • Walker, V.S. (2001). African American teaching in the South: 1940-1960. American Educational Research Journal, 38, 751-779.


  • Walker, V. S. (2000). Valued segregated schools for African American children in the South, 1935-1969: A review of common themes and characteristics. Review of Educational Research, 70, 253-286.


  • Walker, V. S. (1996). Can institutions care? Evidence from the segregated schooling of African American children. In M. Shujaa (Ed.), Beyond desegregation: The quality of African American schooling. Thousand Oaks, CA: Corwin Press.


  • Walker, V. S. (1995). Research at risk: Lessons learned in an African American community, Educational Foundations, 9(1), 5-15.


  • Engelhard, G., Gordon, B., Siddle Walker, E., Gabrielson, S. (1994). The influence of writing tasks and gender on quality of writing for black and white students. Journal of Educational Research, 87, 197-209.


  • Walker, V. S. (1993). Caswell county training school, 1933-1969: Relationships between community and school. Harvard Educational Review, 63, 161-182. Reprint in G. Noya, K. Geismar, and G. Nicoleau (Eds.), 1995, Shifting histories: Transforming schools for social change, Cambridge, MA: Harvard Educational Review Print Series.


  • Walker, V. S. (1993). Interpersonal caring in the “good” segregated schooling of African American children: Evidence from the case of Caswell County Training School. Urban Review, 25, 63-77. Reprint in D. Rich and J. Van Galen, 1994, Caring in an unjust world: Negotiating borders and barriers in schools. New York: SUNY.


  • Walker, E. (1992). Falling asleep and African American student failure. Theory into Practice, 31, 321-327.


Linda Tropp

  • Frey, F. E., & Tropp, L. R. (2006). Being seen as individuals versus as group members: Extending research on metaperception to intergroup contexts. Personality and Social Psychology Review, 10, 265-280.


  • Page-Gould, E., Mendoza-Denton, R., & Tropp, L. R. (2008). With a little help from my cross-group friend: Reducing anxiety in intergroup contexts through cross-group friendship. Journal of Personality and Social Psychology, 95, 1080-1094.


  • Pettigrew, T. F., & Tropp, L. R. (2008). How does intergroup contact reduce prejudice? Meta-analytic tests of three mediators. European Journal of Social Psychology, 38, 922-934.


  • Pettigrew, T. F., & Tropp, L. R. (2006). A meta-analytic test of intergroup contact theory. Journal of Personality and Social Psychology, 90, 751-783.


  • Tropp, L. R. (2008). The role of trust in intergroup contact: Its significance and implications for improving relations between groups. In U. Wagner, L. R. Tropp, G. Finchilescu, & C. Tredoux (Eds.), Improving intergroup relations: Building on the legacy of Thomas F. Pettigrew (pp. 91-106). Malden, MA: Blackwell.


  • Tropp, L. R. (2007). Perceived discrimination and interracial contact: Predicting interracial closeness among Black and White Americans. Social Psychology Quarterly, 70, 70-81.


  • Tropp, L. R., & Bianchi, R. A. (2007). Interpreting references to group membership in context: Feelings about intergroup contact depending on who says what to whom. European Journal of Social Psychology, 37, 153-170.


  • Tropp, L. R., & Bianchi, R. A. (2006). Valuing diversity and intergroup contact. Journal of Social Issues, 62, 533-551.


  • Tropp, L. R., & Pettigrew, T. F. (2005). Differential relationships between intergroup contact and affective and cognitive indicators of prejudice. Personality and Social Psychology Bulletin, 31, 1145-1158.


  • Tropp, L. R., & Pettigrew, T. F. (2005). Relationships between intergroup contact and prejudice among minority and majority status groups. Psychological Science, 16, 951-957.


  • Pettigrew, T. F., & Tropp, L. R. (2011). When groups meet: The dynamics of intergroup contact. Philadelphia, PA: Psychology Press.


  • Tropp, L. R., & Mallett, R. K. (Eds.). (2011). Moving beyond prejudice reduction: Pathways to positive intergroup relations. Washington, DC: American Psychological Association.


  • Wagner, U., Tropp, L. R., Finchilescu, G., & Tredoux, C. (Eds.). (2008). Improving intergroup relations: Building on the Legacy of Thomas F. Pettigrew. SPSSI Series on Social Issues and Interventions. Malden, MA: Wiley-Blackwell.


Richard Valencia

  • Valencia, R.R. (2011a). Segregation, desegregation, and integration of Chicano students. In R.R. Valencia (Ed.), Chicano school failure and success: Past, present, and future/ (3rd
    ed., pp. 42-75). New York: Routledge.


  • Valencia, R.R. (2011b). The plight of Chicano students: An overview of schooling conditions
    and outcomes. In R.R. Valencia (Ed.), Chicano school failure and success: Past, present,
    and future
    (3rd ed., 3-41). New York: Routledge.


  • Valencia, R.R. (2010). At-risk students or at-risk schools? In R.R. Valencia, Dismantling
    contemporary deficit thinking: Educational thought and practice
    (pp. 101-125). Critical Educator Series. New York: Routledge.


  • Valencia, R.R. (2008). School segregation. In R.R. Valencia, Chicano students and the courts:
    The Mexican American legal struggle for educational equality
    (pp. 7-78). Critical
    America Series. New York: New York University Press.


  • Valencia, R.R. (2005). The Mexican American struggle for equal educational opportunity in
    Mendez v. Westminister: Helping to pave the way for Brown v. Board of Education.
    Teachers College Record
    , 107, 389-423.


Amy Stuart Wells

  • Both Sides Now: The Story of School Desegregation’s Graduates (2008)(coauthored with Holme, J.J., Revilla, A.J., & Atanda, A.K.)


  • “School Choice Beyond District Borders: Lessons for the Reauthorization of NCLB from Interdistrict Desegregation and Open Enrollment Plans” in Improving on No Child Left Behind (2008)(coauthored with Holme, J. J.)


  • Refusing to Leave Desegregation Behind: From Graduates of Racially Diverse Schools to the Supreme Court, Teachers College Record (2008)(coauthored with Duran, J., & White, T.)


  • Wells, A.S. & Frankenberg, E. (2007) “The Public Schools and the Challenge of the Supreme Court’s Integration Decision.” Phi Delta Kappan 89 (3) (pp.178-188).


  • Wells, A.S. & Holme, J.J. (2006). “No Accountability for Diversity: Standardized Tests and the Demise of Racially Mixed Schools.” in the Resegregation of the American South. Jack Boger and Gary Orfield (Eds.). Chapel Hill, NC: University of North Carolina Press. (pp. 187-211).


  • Wells, A.S., Holme, J.J., Revilla, A.J., & Atanda, A.K. (2005). “How Society Failed School Desegregation Policy: Looking Past the Schools to Understand Them.” Robert Floden, (Ed.) Review of Research in Education. 28 Special Issue for the Brown Anniversary. pp. 47-100.