Twenty Years After Brown: A Report of the U.S. Commission on Civil RightsThe Commission, 1974 |
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Результати 1-5 із 84
Сторінка 66
... low - income and minority children to be slower , less responsive , and have lower aspirations than their middle- class peers , and so put them in lower tracks . Consequently , these children are given different materials and treatment ...
... low - income and minority children to be slower , less responsive , and have lower aspirations than their middle- class peers , and so put them in lower tracks . Consequently , these children are given different materials and treatment ...
Сторінка 75
... low income background into a predominantly middle class school has more impact than any other factor in narrowing the gap in achievement scores , but the gap remains large . Newly desegregated school systems seldom show sub- stantial ...
... low income background into a predominantly middle class school has more impact than any other factor in narrowing the gap in achievement scores , but the gap remains large . Newly desegregated school systems seldom show sub- stantial ...
Сторінка xii
... Low - Income Level , 1959 to 1973 .. Median Income in 1970 of Full - Time , Year - Round Workers , by Sex and Years of School Completed 58 ... 59 62 65 ... 22 . Median Earnings for Full - Time Workers by Occupa- tion and Sex , 1972 66 ...
... Low - Income Level , 1959 to 1973 .. Median Income in 1970 of Full - Time , Year - Round Workers , by Sex and Years of School Completed 58 ... 59 62 65 ... 22 . Median Earnings for Full - Time Workers by Occupa- tion and Sex , 1972 66 ...
Сторінка 56
... low of 19.2 percent to a high of 38.5 percent ; white females had a low of 9.1 percent unemployment and a high of ... INCOME In 1954 nonwhite family income was 56 percent of white family income . The median annual income for a nonwhite ...
... low of 19.2 percent to a high of 38.5 percent ; white females had a low of 9.1 percent unemployment and a high of ... INCOME In 1954 nonwhite family income was 56 percent of white family income . The median annual income for a nonwhite ...
Сторінка 61
... low- income level . Thus , 18.1 percent of the white population but 53.3 percent of the nonwhite population and 55.1 ... low - income level . Or , 8.4 percent of whites but 29.6 percent of nonwhites and 31.4 percent of blacks fell below ...
... low- income level . Thus , 18.1 percent of the white population but 53.3 percent of the nonwhite population and 55.1 ... low - income level . Or , 8.4 percent of whites but 29.6 percent of nonwhites and 31.4 percent of blacks fell below ...
Загальні терміни та фрази
14th amendment achieve action administration affirmative affirmative action agencies amendment assistance black population Brown busing Census central cities citizens Civil Rights Act color Commission on Civil community development compliance Congress constitutional decision desegregation discrimination discriminatory district court economic effect employment enforcement equal protection ethnic Executive Order Executive Order 11063 fair housing families headed Federal Government female groups homeownership homes housing opportunities housing programs Ibid implementation increased issue Justice labor laws legislation low-income areas lower-income housing Median ment metropolitan areas mortgage NAACP national origin Native Americans Negro neighborhoods nonwhite occupancy persons plans predominantly President problems public housing public schools Puerto Rican pupils race racial racial segregation recommendations rent residential school desegregation school districts school systems segregated schools slavery South South Carolina Southern subsidized housing suburban Supp Supreme Court tion Title VIII U.S. Commission unemployment rate United urban renewal workers
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Сторінка 13 - We come then to the question presented: Does segregation of children in public schools solely on the basis of race, even though the physical facilities and other "tangible" factors may be equal, deprive the children of the minority group of equal educational opportunities?
Сторінка 89 - I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.
Сторінка 3 - To separate them from others of similar age and qualifications solely because of their race generates a feeling of inferiority as to their status in the community that may affect their hearts and minds in a way unlikely ever to be undone.
Сторінка 112 - Today, education is perhaps the most important function of state and local governments. Compulsory school attendance laws and the great expenditure for education both demonstrate our recognition of the importance of education to our democratic society. It is required in the performance of our most basic public responsibilities, even service in the armed forces. It is the very foundation of good citizenship.
Сторінка 113 - Court relied in large part on "those qualities which are incapable of objective measurement but which make for greatness in a law school.
Сторінка 88 - I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident; that all men are created equal.
Сторінка 114 - Segregation of white and colored children in public schools has a detrimental effect upon the colored children. The impact is greater when it has the sanction of the law; for the policy of separating the races is usually interpreted as denoting the inferiority of the Negro group. A sense of inferiority affects the motivation of a child to learn. Segregation with the sanction of law, therefore, has a tendency to retard the educational and mental development of Negro children and to deprive them of...
Сторінка 89 - ... faith we will be able to hew out of the mountain of despair a stone of hope. With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.
Сторінка 15 - Full implementation of these constitutional principles may require solution of varied local school problems. School authorities have the primary responsibility for elucidating, assessing, and solving these problems; courts will have to consider whether the action of school authorities constitutes good faith implementation of the governing constitutional principles.
Сторінка 115 - Amendment. This disposition makes unnecessary any discussion whether such segregation also violates the Due Process Clause of the Fourteenth Amendment . Because these are class actions, because of the wide applicability of this decision, and because of the great variety of local conditions, the formulation of decrees in these cases presents problems of considerable complexity.