WorldCat Identities

Rossell, Christine H.

Works: 30 works in 67 publications in 1 language and 3,470 library holdings
Genres: Abstracts 
Roles: Author, Editor, Contributor
Classifications: LC214.2, 370.19342
Publication Timeline
Most widely held works by Christine H Rossell
School desegregation in the 21st century by Christine H Rossell( )

9 editions published between 2002 and 2006 in English and held by 1,875 WorldCat member libraries worldwide

This book presents a collection of papers that examine progress since 1954 in achieving racial equality in education and how to most effectively and efficiently achieve the promise of Brown V. Board of Education. The 11 papers are: (1) "Introduction: Assessing the Promise of 'Brown'" (Christine H. Rossell, David J. Armor, and Herbert J. Walberg); (2) "History of School Desegregation" (Jeffrey A. Raffel); (3) "Legal Issues Related to School Funding/Desegregation" (Alfred A. Lindseth); (4) "The Effectiveness of Desegregation Plans" (Christine H. Rossell); (5) "School Desegregation and Demographic Change" (William A.V. Clark); (6) "Desegregation and Academic Achievement" (David J. Armor); (7) "Ability Grouping and Classroom Desegregation" (Christine H. Rossell); (8) "Racial Disparities in School Discipline" (Charles M. Achilles); (9) "Improving Intergroup Relations in the Schools" (Walter G. Stephan); (10) "Attitudes on Race and Desegregation" (Christine H. Rossell and David J. Armor); and (11) "The Outlook for School Desegregation" (David J. Armor, Christine H. Rossell, and Herbert J. Walberg). (Papers contain references. Contains an index.) (sm)
The carrot or the stick for school desegregation policy : magnet schools or forced busing by Christine H Rossell( Book )

8 editions published between 1988 and 1991 in English and held by 814 WorldCat member libraries worldwide

This study compares the long-term desegregation effectiveness of voluntary plans with magnet schools to mandatory reassignment plans with magnet schools. The introduction includes an extensive discussion of the problems of choosing dependent variables for use in desegregation studies. The potential study population was chosen based on the percentage of the minority groups in the school district population, and whether the desegregation plan used a magnet-voluntary or a magnet-mandatory structure. Twenty school districts were chosen for study from that population. The following characteristics were examined: (1) decrease of the white population (white flight); (2) interracial exposure; (3) racial imbalance; and (4) net balance. The analysis suggests that a magnet school plan based primarily on voluntary transfers will produce greater long-term interracial exposure than a mandatory reassignment plan with magnet components. This is probably due to greater white flight from the mandatory plans. Thus, adding magnet schools to a mandatory reassignment plan does not make it competitive with a voluntary plan. Twenty-two notes, and a list of 38 references are included. Six graphs and six tables of statistical data are included in the appendices. (Fmw)
The consequences of school desegregation by Christine H Rossell( Book )

6 editions published in 1983 in English and held by 616 WorldCat member libraries worldwide

Materials on a variety of subjects related to school desegregation are collected in this book. Chapter 1 discusses assumptions about the overall consequences of desegregation. Chapters 2 to 5 synthesize the findings of existing research on the consequences of school desegregation for children and communities. Finally, Chapter 6 describes weaknesses of past research, delineates important issues, and proposes some general strategies for improving desegregation research. The titles and authors of the chapters are: (1) "Introduction: Desegregation and Change" (Christine H. Rossell and Willis D. Hawley); (2) "Desegregation Plans, Racial Isolation, White Flight, and Community Response" (Christine H. Rossell); (3) "Desegregation, School Practices, and Student Race Relations" (Janet Ward Schofield and H. Andrew Sagar); (4) "Research on Minority Achievement in Desegregated Schools" (Rita E. Mahard and Robert L. Crain); "(5) "Resegregation: Segregation within Desegregated Schools" (Janet Eyler, Valerie J. Cook, and Leslie E. Ward); and (6) "Directions for Future Research" (Willis D. Hawley, Christine H. Rossell, and Robert L. Crain). (Kh)
White flight from school desegregation : magnitude, sources, and policy options : final report by Christine H Rossell( Book )

5 editions published in 1981 in English and held by 56 WorldCat member libraries worldwide

Discussed in this report are the extent and causes of white flight from school desegregation and policy options for controlling it. After an introductory section, the report considers the extent of white flight from desegregating schools, taking into account the effects of suburbanization, interregional migration, and differentials in racial/ethnic birth rates on white enrollment rates in public schools. Both the implementation-year impact and the long-range impact of desegregation on white enrollment are considered, and distinctions are made between enrollment losses due to white flight out of the desegregating school district and those due to transfers of whites from public to private schools within the district. Following this discussion, the conditions associated with white flight are listed, and a tentative explanation of why desegregation may induce different patterns of white flight in various circumstances is offered. Methods that the schools, the courts, and the government at the State and Federal levels might use to reduce white flight are considered next. A final section discusses the costs of white flight in terms of interracial contact and the socioeconomic composition of the student and community population. (CMG)
Bilingual education in Massachusetts : the emperor has no clothes by Christine H Rossell( Book )

3 editions published in 1996 in English and held by 46 WorldCat member libraries worldwide

The book "Bilingual Education in Massachusetts: The Emperor Has No Clothes" is summarized. The summary outlines the demographic situation of the limited-English-proficient (LEP) population and the status of bilingual education in the state, within the context of existing legislation. Issues in the debate over availability and type of bilingual education to be provided are examined, and current instructional approaches and techniques are noted. Differences in program provision that are linked to language group are discussed, and research concerning the effectiveness of bilingual education is reviewed briefly. Three additional issues discussed include the identification and transitioning of eligible students, costs of transitional programs, and public opinion on bilingual education. Eight recommendations are made for regulatory and legislative reform to improve educational programs for LEP students: freeing school districts from legal obligation to provide native language instruction; increasing LEP population size needed to trigger a self-contained classroom; requiring parent consent for enrollment in self-contained classroom; requiring English language fluency for LEP program teachers; changing entry/exit criteria for self-contained classrooms; eliminating specific class-size ceilings; better research; and improved program structure. (MSE)
Evaluating school desegregation plans statistically by Christine H Rossell( Book )

2 editions published in 1973 in English and held by 14 WorldCat member libraries worldwide

This report attempts to provide a standardized evaluative measure for both school desegregation initiated by administrative action and the result of that action or lack of action. The latter measure, the measurement of school integration, involves two techniques--a uniform standard index which sets the same goals for all school districts, and one which sets appropriate goals for each school district by taking into account politically feasible black-white ratios in individual schools. The 90 northern cities in our sample are ranked according to their scores on these three measures. In this report we will first describe how we collected our data, and from it computed a measure of desegregation action from 1964 to 1971. The second section presents the index of dissimilarity of segregation in each school district. The third section indexes the degree of desegregation possible in each district taking into account the need for politically racial compositions. Then in the fourth section we will look at the amount of administrative action which has taken place in each measured district compared with the above indexes of desegregation. Fifth we present a regression analysis in an effort to explain and predict the differences between cities in degree of segregation. Finally, we look at yearly trends in desegregation in these cities. (Author/JM)
Cost-effectiveness analysis of school desegregation plans by Christine H Rossell( Book )

2 editions published in 1982 in English and held by 7 WorldCat member libraries worldwide

Cost-effectiveness analysis provides a useful tool for choosing between alternative desegregation plans or justifying one particular plan. Previous analyses of school desegregation effects on white enrollment, which focus only upon costs, have had limited use for policy. Traditional cost-benefit analysis poses problems because of the difficulty of attaching monetary values to policy alternatives and because the courts consider school desegregation a a goal in itself rather than just one of many alternatives leading to other goals. In cost-effectiveness analysis, the school desegregation goal may be identified as interracial exposure, and the analysis can proceed using (1) a measure of the extent of interracial exposure indicating the proportion of white students in the average black child's school; and (2) information on school racial composition after projected reassignments and after white flight. Analysis of proposals for the San Diego (California) Independent School District using this method indicated that the American Civil Liberties Union plan would maximize interracial exposure more than either the school district plan or the condition of no further desegregation. By varying the white flight values in analysis, as was done for the Port Arthur (Texas) Independent School District, the effects of white flight on the value of desegregation plans can be estimated. (Author/MJL)
Assessing the Unintended Impacts of Public Policy School Desegregation and Resegregation by Christine H Rossell( Book )

2 editions published in 1978 in English and held by 3 WorldCat member libraries worldwide

The flight of white families from communities in response to school desegregation can be calculated as a "cost" of desegregation, and can be analyzed in relation to the "net benefit"--interracial contact--of various school desegregation plans. Moreover, mass media and minimally, community leadership, affect the rate of white flight. Data on 113 school districts, measured in terms of reassignment of black and white students by a court or local government, indicate that implementation year costs are greater when school desegregation plans are phased in, rather than completely implemented in one year. The greatest white enrollment loss in both cases comes in the year of implementation. Losses average out to zero or even a gain over a five-year period in all but 35% of the school districts. All school desegregation plans show a net benefit in interracial contact. Analysis of news coverage of school desegregation shows that community leadership has very little effect on white flight or protest, but that the more negative the news media and coverage the greater the white flight. In addition, the average severity of protest in the first six months of the pre desegregation year also has an effect on white flight independent of the degree of school desegregation. (Author/KR)
A School Desegregation Plan for East Baton Rouge Parish by Christine H Rossell( Book )

2 editions published in 1983 in English and held by 3 WorldCat member libraries worldwide

This paper outlines an alternative desegregation plan that would replace the one implemented in the East Baton Rouge Parish (Louisiana) School District in 1981. Known as the Incentives Desegregation Plan, the alternative plan was designed to produce interracial contact comparable to the earlier plan, without incurring the attendant costs of mandatory reassignment. First, the means of measuring interracial contact are described, and then applied to the current plan. Despite substantial white flight, the current plan produces greater interracial exposure than existed previously. Next, the alternative plan's reliance on court-ordered school closings, majority to minority transfers, and magnet schools is explained. Procedures for implementation (a 3-year process) and specific magnet programs are described. The proposed locations, grade levels, staff, participants, programs, and costs of 15 magnet schools are presented and a plea is made for heavy reliance on team learning, described as being extremely effective in stimulating achievement gains. Total enrollment and costs of magnets are projected and a scheme for estimating the net benefit of the current and the alternative plan is presented. Next, implementation procedures are explained, first generally and then on a school-by-school level. The report concludes with a detailed timetable for implementation and a set of criteria for assessing the success of a magnet school. Fourteen statistical tables (most containing racial enrollment data) are included and appendices provide data on attendance zones, maps of the district, and 78 pages of information on student team learning. (Kh)
The Carrot or the Stick in School Desegregation Policy? by Christine H Rossell( Book )

2 editions published in 1987 in English and held by 3 WorldCat member libraries worldwide

This report assesses the relative effectiveness of primarily voluntary and primarily mandatory desegregation plans in a sub-sample of 20 school districts, 9 of which are magnet-voluntary plans and 11 of which are magnet-mandatory plans. The major conclusions of this report are the following: (1) voluntary desegregation plans work; (2) dismantling mandatory plans and replacing them with comprehensive magnet-voluntary plans does not necessarily resegregate a school system; and (3) mandatory desegregation plans are not failures. Two school factors that are consistently important in predicting a magnet school's success are location and curriculum. The report provides the following information: (1) a review of research on white flight and the effectiveness of alternative desegregation plans; (2) the goals of a school desegregation plan; (3) the relative effectiveness of different magnet school programs; (4) the relative effectiveness of alternative desegregation plans (voluntary versus mandatory); (5) national desegregation trends from the 1960s through 1984; and (6) report findings and policy recommendations. Included are appendices with pertinent statistics on student demographics and school racial balance, and a bibliography. (Ps)
A Review of the empirical research on desegregation : community response, race relations, academic achievement and resegregation( Book )

1 edition published in 1981 in English and held by 2 WorldCat member libraries worldwide

Dismantling Bilingual Education Implementing English Immersion The California Initiative by Christine H Rossell( Book )

2 editions published in 2002 in English and held by 2 WorldCat member libraries worldwide

This study explored bilingual education in California, analyzing California law on instruction for English Learners before and after Proposition 227. Proposition 227 required that all English Learners (EL) participate in a sheltered English immersion program in which most instruction was in English with curriculum and presentation designed for children learning the language for a transition period not normally intended to exceed one year. This approach was designed to replace the existing system of bilingual education. The study also describes the process by which a child is designated limited English proficient or EL, the characteristics of these students, and trends in the number of students redesignated fluent-English-proficient. Also studied were bilingual education enrollment before and after Proposition 227 and the characteristics of students enrolled, testing rates for all EL students and EL students in bilingual education, and research findings on the effectiveness of bilingual education. Data came from the California State Department of Education database, classroom observations and interviews of teachers and principals, school documents, and findings from other research studies. Findings indicate that Proposition 227 may have a positive effect on the academic achievement of EL students, but it is not going to turn them into high scoring students. Bilingual education may not be an effective way of teaching EL students, but it was not the primary cause of their low achievement. In addition, redesignation standards are as problematic as ever, and may be more unrealistic than they were before Proposition 227. Some recommendations are made to amend Proposition 227. Ten appendices contain supplemental information about the study. (Contains 21 tables, 27 figures, and 70 references.) (SLD)
Policy Matters in Teaching English Language Learners New York and California. Urban Diversity Series by Christine H Rossell( Book )

1 edition published in 2003 in English and held by 2 WorldCat member libraries worldwide

This monograph in the Urban Diversity Series examines historical and current policy in the teaching of language minority students in New York and California. It explores the key issues in the public's understanding of bilingual education and defines bilingual education in terms of local educational legislation and implementations. Part I, "Teaching Language Minorities: Theory and Reality in New York City," discusses the history of bilingual education programs in New York City public schools and the theories that frame bilingual education policy. Using data from the New York City Department of Education (formerly, the Board of Education), it presents information on English Language Learner (ELL) enrollment from 1987 to 2002 and New York City and New York State standards for classifying students as Limited English Proficient or English Language Learners. The paper also analyzes the effectiveness of the bilingual education program in terms of reclassification rates of ELLs and general student achievement. Part II, "Dismantling Bilingual Education: The Impact of Proposition 227 in California," analyzes the implementation of Proposition 227 in California and its outcomes. The paper looks specifically at: 1) California law on instruction for English Learners before and after Proposition 227 and the implementation of Proposition 227 by school districts; 2) the process by which a child is designated limited-English proficient or English Learner, the characteristics of these students, and rates in the number of students redesignated fluent-English-proficient; 3) bilingual education enrollment before and after Proposition 227 and the characteristics of the students enrolled; 4) testing rates for all English Learners and English Learners enrolled in bilingual education; and 5) the impact of bilingual education on achievement in California and nationwide. Two appendices to the second part describe interpretations of Proposition 227 requirements for structured immersion in Los Angeles, San Diego, and San Francisco and Interpretations of Informed Consent and circumstances justifying parental waiver of Proposition 227 in Los Angeles, San Diego, and San Francisco. (Contains 40 references.)
Desegregation : a progress report by Gary Orfield( Recording )

2 editions published in 1976 in English and held by 2 WorldCat member libraries worldwide

Gary Orfield, a Research Associate at the Brookings Institute, and Christine H. Rossell, Assistant Professor in the Department of Political Science at Boston University, discuss the school desegregation movement in various sections of the country, some legal considerations, some differences between the north and south, and any problems in the cities
The electoral impact of school desegregation in 67 northern cities by Christine H Rossell( )

2 editions published in 1974 in English and held by 2 WorldCat member libraries worldwide

The Relationship Between Teacher Behavior Toward Students and Student Political Attitudes The Development of Political Cynicism by Christine H Rossell( Book )

1 edition published in 1981 in English and held by 2 WorldCat member libraries worldwide

By examining the attitudes and perceptions of 1625 fifth grade students in North Carolina, this study tested the hypothesis that the way teachers treat their students can have an effect on their political attitudes. It was found that when teachers treat students fairly and show interest in their ideas and problems, students are less politically cynical. This effect is stronger for white children than for black children, although it exists for the latter. It was also found that black children are more cynical than white children and perceive themselves as being treated less fairly than white children do. While white childrens' parents' education and support for their schooling is negatively and linearly related to political cynicism, black children show a curvilinear relationship between parents' education and support for schoolwork and their political cynicism. This cynicism occurs because high levels of parental education and support for schoolwork are associated with high levels of political knowledge regarding the low general status of blacks in this society. (Author/APM)
Mystery on the Bilingual Express A Critique of the Thomas and Collier Study by Christine H Rossell( Book )

2 editions published in 1999 in English and held by 2 WorldCat member libraries worldwide

A study of school effectiveness for language minority students, authored by Virginia Collier and Wayne Thomas, is criticized as having two serious flaws. The first is that its methodology is a simple descriptive cohort analysis, seen as unscientific and producing misleading results because: each grade consists of different students; the number of students in each grade is not given; there is no statistical control for pretreatment differences; and the test scores shown after elementary school are not for the same cohorts. The second flaw is that little about the methodology is explained. (Contains 14 references.) (MSE)
Social Science Research in School Desegregation Cases A Critical Review by Christine H Rossell( Book )

1 edition published in 1980 in English and held by 2 WorldCat member libraries worldwide

Because educational equity is a developing area, courts have little precedent to guide rulings. Extra-legal evidence may help in deciding what the law is. Social science evidence is also invited by the courts because educational equity law is purportedly an instrument of social change. The sophistication of social science research, as well as the qualifications of testifying experts, varies greatly. Some confusions about the role of social science in court cases may result from the fact that the bulk of expert testimony is contributed by educational practitioners drawing conclusions and making inferences rather than by social scientists testifying about their research findings. Social science has influenced the development of educational equity law by identifying and clarifying important issues, by providing consensual factual information, and by instructing the courts on how to analyze the salient issues. Legal opinions often indicate that the courts have adopted the social science mode of reasoning and the findings that follow and have chosen one social science claim over another. Even when social science research merely corroborates a judge's priori preference, such evidence can still influence a decision. In some cases, social science may provide the court with the necessary intellectual justification for a decision that cannot be justified only on legal grounds. (Author/MK)
Why is Bilingual Education Research So Bad? a Critique of the Walsh and Carballo Study of Massachusetts Bilingual Education Programs. Working Paper 86-5 by Christine H Rossell( Book )

2 editions published in 1986 in English and held by 2 WorldCat member libraries worldwide

The Walsh and Carballo evaluation of the effectiveness of transitional bilingual education programs in five Massachusetts communities, has the following flaws: (1) the sample of school districts studied suffered from "self-selection bias"; (2) the sample does not include a single large, urban school district; (3) the student samples analyzed are much too small to allow for any conclusions; (4) there is no statistical analysis of the data nor control for pre-existing differences between groups; and (5) the wrong comparison is conducted. In elaborating on those flaws, the report first describes five models of how to instruct children who do not speak English. It then summarizes the requirements of a methodological sound study and maintains that the studies cited by Walsh and Carballo do not follow those rules. Finally, the above five flaws are discussed in detail. A bibliography is included. (Ps)
The Abcs of English Immersion: A Teachers' Guide by Kevin Clark( Book )

2 editions published in 2000 in English and held by 2 WorldCat member libraries worldwide

This guide, provided by a partisan education policy public interest group, seeks to answer the most frequently asked questions about teaching, designing, and evaluating an English immersion classroom and the research underpinnings in favor of English immersion. This guide aims to help teachers and policymakers better understand what English immersion is all about and the specific difficulties that affect English language learners (ELLs) at different grade levels, especially older students. After an introduction by Linda Chavez, the guide is divided into three parts and nine chapters. Part 1, "Why English Immersion?" Has two chapters: "Is One Year Enough? Can English Learners Attain Proficiency in One-Year Immersion Programs" by Christine H. Rossell; and "What Works? What the Research Says" by Russell Gersten. Part 2, "Nuts and Bolts" has five chapters: "English Immersion for All Grades: The Bethlehem, pa English Acquisition Program" by Ann Goldberg; "Teaching Juan and Maria to Read: Reading Instruction Techniques for English Learners in Primary Grades" by Janet Siano; "Teaching English to High School Students" by Richard K. Munro; "The Design and Implementation of an English Immersion Program" by Kevin Clark; and "Bibliography of Successful Reading Texts: Recommended Materials for Scripted English Immersion" by Douglas Lasken. Part three, "The Law" has the final two chapters: "It Works, But Is It Legal? What You Should Know About English Immersion Programs and the Law" by Jim Littlejohn; and "State Requirements for Educating English-Learners" by Anita Garcia and Cynthia Morgan. Numerous data-rich tables are included. (Kft)
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School desegregation in the 21st century
The carrot or the stick for school desegregation policy : magnet schools or forced busing
English (57)