The Broken Cisterns of African American Education: Academic Performance and Achievement in the Post-brown Era (Hc)

Marc Notes: Includes bibliographical references.; Avail. in paper. Publisher Marketing: An exploration of the role of language in African-American education post-Brown versus Board of Education and the effects of that language on educational policy and practice. The arguments interrogate how education policy and practices implicitly contain a roadmap to forge equal opportunity. Contributor Bio:  Brown II, M Christopher M. Christopher Brown II is Professor and Dean of the College of Education at the University of Nevada, Las Vegas. He previously served as Vice President and Administration at the American Association of Colleges for Teacher Education, Director of Social Justice and Professional Development for the American Educational Research Association (AERA), as well as Executive Director and Chief Research Scientist of the Frederick D. Patterson Research Institute of the United Negro College Fund. Contributor Bio:  Bartee, Rosusan D RoSusan D. Bartee is Associate Professor of Educational Leadership at the University of Mississippi in Oxford, Mississippi. Dr. Bartee's research interests are K-12 education leadership, organizational culture and social contexts of schools, and university-school partnerships. She teaches graduate courses in educational leadership, research methods, and cultural contexts of education. Dr. Bartee previously served as the Associated Director at the National Council for Accreditation of Teacher Education (NCATE) in Washington, DC for the Reading First Teacher Education Network (RFTEN), a $4.5 million dollar federal grant focused on restructuring teacher education programs using evidence-based research. Dr. Bartee received her Ph. D. in educational policy studies from the University of Illinois at Urbana-Champaign, her M. A. in liberal studies from Northwestern University in Evanston, Illinois, and a B. A. in English from Tougaloo College in Jackson, Mississippi.