Brown V Board Of Education Essay

The United States is a strong leader in educating certain citizens. U.S. public education existed early in the nations history. The first compulsory attendance law was passed in Boston, Massachusetts in 1852 (Cook,1912 and Ensign 1921). Compulsory education lasted in the mid-nineteenth century until 1890, America built a variety of schools that attracted numbers of children. Many states passed compulsory education legislation but most of these laws were not enforced. Compulsory laws changed throughout the history of education.
In the twentieth century, the sizes of schools grew in size and ideology. Schools developed legislation to bring in students that were truant. By the 1920’s and 1930’s increasing numbers of states were requiring students to attend high school and by the 1950s secondary-school attendance had become so customary that students that did not attend schools were routinely seen as “dropouts” (Tyack, 1974). It

ends in 1926, after the last state passed its initial compulsory attendance and labor laws. Data begins in 1895, because these are the first laws, which we can confidently used from the 1940 consensus (Lingwall, 2014). As data was collected and populations increased, states begin to separate their populations. In the South and some part in the North, separation of races was practiced by districts. Segregation of schools was a apart of communities in the United States.
Until 1954, segregation of schools were accepted as a part of life for minority students in the educational system.

On May 17, 1954, the Supreme Court outlawed segregation with their ruling in Brown v. Board of Education (Kashatus, 2004). The intent in Brown was to provide minority students with access to quality education, based on the belief that predominantly White schools offered students better educational opportunities (Harris, 2006; Orfield & Lee, 2006; Kashatus, 2004). The intent of Brown v. Board of Education was to assure that black students received high levels of quality education. Brown v. Board of Education had required integration of public schools “with all deliberate speed,” in 1969 the Supreme Court in Alexander v. Holmes County Board of Education ruling requires school districts to end segregation. The Civil Right Act of 1964 and the Alexander decision, gave the authority of the United States Justice Department to bring lawsuits against segregated districts, resulting in a rapid increase in school

desegregation.
Although the Supreme Court declared segregated schools to be unconstitutional in 1954, it took years for districts to initiate the desegregation process as they resisted and stalled for a legal justification to delay the integration of their schools. From 1968 to 1972, the percentage of Black students in racially isolated schools dropped from 78 to 25 percent (Orfield & Lee, 2005b; Duncan, 2003). However, district began to isolate student’s that were considered behavior issues in the traditional high schools. Many of these schools were populated with minorities and eventually identifies as, “alternative” schools.
Alternative education was founded outside of the public education system before entering into the public education spectrum. Alternative education was a colorful environment that exist for various reasons associated with ethics, morals, religion, intellectual giftedness, cultural, preference, and social recognition (Miller, 2007). Many schools were selected specifically based upon parent choice, these schools primarily were associated with the talented, gifted, religious, or wealth. Some of these schools continue to operate in our society. Alternative schools are often criticized for serving the privileged (Semel, 1999).