DOCSLIB.ORG

Integration and Segregation in Metropolitan Philadelphia Public Schools, 1954-2009

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Integration and Segregation in Metropolitan Philadelphia Public Schools, 1954-2009 Bowdoin College Bowdoin Digital Commons Honors Projects Student Scholarship and Creative Work 2021 Promises Unfulfilled: Integration and Segregation in Metropolitan Philadelphia Public Schools, 1954-2009 Nina Nayiri McKay Bowdoin College Follow this and additional works at: https://digitalcommons.bowdoin.edu/honorsprojects Part of the United States History Commons Recommended Citation McKay, Nina Nayiri, "Promises Unfulfilled: Integration and Segregation in Metropolitan Philadelphia Public Schools, 1954-2009" (2021). Honors Projects. 245. https://digitalcommons.bowdoin.edu/honorsprojects/245 This Open Access Thesis is brought to you for free and open access by the Student Scholarship and Creative Work at Bowdoin Digital Commons. It has been accepted for inclusion in Honors Projects by an authorized administrator of Bowdoin Digital Commons. For more information, please contact [email protected]. Promises Unfulfilled: Integration and Segregation in Metropolitan Philadelphia Public Schools, 1954-2009 An Honors Paper for the Department of History By Nina Nayiri McKay Bowdoin College, 2021 ©2021 Nina Nayiri McKay 2 McKay Introduction In the mainstream historical narrative about school segregation in the United States, Philadelphia is rarely mentioned. Sandwiched between the nation’s largest city, New York, and its capital, Washington, DC., Philadelphia is often left in the shadows of its better-known mid- Atlantic neighbors. The city also did not garner national attention during the era of school desegregation; it was not the site of a court case that made it past the state level, and it did not see mass protests by segregationists of the kind that made fellow northern city Boston a national symbol of resistance to integration. But Philadelphia was home to one of the most persistent, long-lasting efforts at school integration in any city across the country. Unlike most desegregation cases, which were argued in federal courts, nearly all desegregation litigation for Philadelphia’s schools took place in state courts. This was a unique example of pro-integration liberals carving out alternative avenues for desegregation in the North after a shift in the national political climate, Supreme Court nominations, and legal roadblocks all but foreclosed the possibility of Northern integration through federal courts. But these liberals were up against a metropolitan landscape that was unequal by design and was growing more segregated by race and socioeconomic status every year. Suburban silence, fatigue, and a lack of resources would combine with logistical, legal, and political roadblocks to pose hurdle after hurdle for integration advocates to clear, leading to a decades-long tug-of-war that continued into the twenty-first century. Philadelphia’s story fits into a growing body of scholarship connecting different metropolitan histories to national trends in discrimination, segregation, and integration. Kevin Kruse’s White Flight: Atlanta and the Making of Modern Conservatism shows how suburban 3 McKay secession in metropolitan Atlanta was not only a Southern phenomenon; rather, it was part of the rise of a nation-wide conservative movement that had at its core the desire to preserve whites- only spaces. In The Color of Law: A Forgotten History of How Our Government Segregated America, Richard Rothstein explains how structural racism stood at the heart of post-war administrative practices. He writes about multiple U.S. cities, including Philadelphia, demonstrating that the discriminatory impacts of agencies such as the Home Owners’ Loan Corporation, the Federal Housing Administration, and the Department of Veterans Affairs played a role in shaping every American metropolitan landscape. In The Detroit School Busing Case: Milliken v. Bradley and the Controversy over Desegregation, Joyce Baugh focuses on how the American legal system enables a combination of local and national forces to create concrete barriers to integration for every American city. Baugh’s work demonstrates that racism and segregation in the North can have just as much nation-wide impact as they can in the South, contributing to another developing body of scholarship: segregation, civil rights, and Black Power in the North. As Brian Purnell and Jeanne Theoharis write in the introduction to The Strange Careers of the Jim Crow North: Segregation and Struggle Outside of the South, the North merits close study because “northerners wove Jim Crow racism into the fabric of their social, political, and economic life in ways that shaped the history of the region, and the entire nation.”1 Thomas Sugrue explores this in Sweet Land of Liberty: The Forgotten Struggle for Civil Rights in the North, which includes a discussion of how white flight and suburbanization mapped onto pre-existing structural inequality. In their article, “Race, Culture, Politics, and Urban Renewal,” Eric Avila and Mark Rose explain how 1 Brian Purnell and Jeanne Theoharis, introduction to The Strange Careers of the Jim Crow North, ed. Brian Purnell, Jeanne Theoharis, and Komozi Woodard (New York: New York University Press, 2019), 3. 4 McKay these forces led to a problem of “racialized poverty,” wherein Black communities in urban areas bore the combined effects of racism and classism. The national phenomenon of metropolitan separation by race following World War II has contributed to the existence of a body of scholarship that takes a metropolitan approach to understanding integration, segregation, and discrimination. These works demonstrate how the existence of predominantly-white suburban communities is inextricably linked to racialized poverty in urban areas, preventing white flight from excusing suburban communities from reckoning with the history of racial inequality in the United States. In Making the Unequal Metropolis: School Desegregation and Its Limits, Ansley Erickson examines school integration and segregation in metropolitan Nashville through this lens, demonstrating how suburban secession and social capital could prevent meaningful, long-lasting integration even when city and suburbs were part of the same school district. In Between North and South: Delaware, Desegregation, and the Myth of American Sectionalism, Brett Gadsden applies a metropolitan lens to a study of school integration in Delaware, demonstrating how Delaware’s status as a border state challenges North/South and de jure/de facto binaries. Gadsden writes that his work offers “an alternative approach to the problem of place through a view of U.S. sectionalism as socially and politically constructed and a powerful narrative framework with which historians and historical actors have assessed the legitimacy of different forms of racial segregation.”2 This is a helpful way to understand segregation in Philadelphia, which had roots in legally sanctioned practices but is often incorrectly understood as having occurred out of personal choice. Indeed, 2 Brett Gadsden, Between North and South: Delaware, Desegregation, and the Myth of American Sectionalism (Philadelphia: University of Pennsylvania Press, 2013), 11 5 McKay Michael Savage’s work on desegregation efforts in Philadelphia, Detroit, and Boston, helps demonstrate how Northern boundaries created and maintained segregation. There is not a large body of scholarship focused on the history of civil rights, discrimination, segregation, and integration in Philadelphia, but there are a few significant works. Matthew Delmont focuses on youth roles in the Civil Rights Movement in The Nicest Kids in Town: American Bandstand, Rock’n’Roll, and the Struggle for Civil Rights in 1950s Philadelphia. Delmont’s analysis provides a clear connection between housing discrimination and school segregation. He writes that early efforts at Philadelphia school desegregation were “overwhelmed” by “discriminatory housing policies that produced residential segregation and the school board’s refusal to admit that its school construction, zoning, and transfer policies contributed to segregation.”3 In Up South: Civil Rights and Black Power in Philadelphia, Matthew Countryman picks up where Delmont left off chronologically, charting a turning point amongst Black communities in Philadelphia when many began to focus away from failed integration initiatives and toward community control. In her article, “A History of the Struggle for School Desegregation in Philadelphia, 1955-1967,” Anne Phillips covers this same period, focusing on activism and federal litigation in the years before Philadelphia’s integration cases took place exclusively in state courts. Philadelphia’s state litigation—the HRC cases—has not been widely studied. But Malik Morrison’s article, “An Examination of Philadelphia’s School Desegregation Litigation,” and Stephen Nelson and Alison Tyler’s article, “Examining Pennsylvania Human Relations Commission v. School District of Philadelphia: Considering How the Supreme Court’s Waning Support of School Desegregation Affected Desegregation Efforts Based on State Law,” help 3 Matthew Delmont, The Nicest Kids in Town (Berkeley: University of California Press, 2012), 100. 6 McKay anchor the HRC cases in local and national contexts, respectively. However, no work has been done that connects Philadelphia’s post-war metropolitan formation, initial efforts at school desegregation, federal litigation, and state litigation into one historical narrative. In addition, there has not been scholarly work on how a historical analysis of integration and segregation in Philadelphia metropolitan-area schools can inform today’s
Load more

Recommended publications
  • The History of Bryn Mawr, 1683-1900
    Bryn Mawr College Scholarship, Research, and Creative Work at Bryn Mawr College Bryn Mawr College Publications, Special Books, pamphlets, catalogues, and scrapbooks Collections, Digitized Books 1962 The History of Bryn Mawr, 1683-1900 Barbara Alyce Farrow Follow this and additional works at: https://repository.brynmawr.edu/bmc_books Part of the Liberal Studies Commons, and the Women's History Commons No evidence was found that the copyright was renewed in the 28th year from the date of publication, as required for books published between 1923 and 1963 (see Library of Congress Copyright Office, How To Investigate the Copyright Status of a Work [Washington, D.C.: Library of Congress, Copyright Office, 2004]). The book is therefore believed to be in the public domain. Let us know how access to this document benefits ou.y Custom Citation Farrow, Barbara Alyce. The History of Bryn Mawr, 1683-1900. Bryn Mawr, PA: Committee of Residents and Bryn Mawr Civic Association, 1962. This paper is posted at Scholarship, Research, and Creative Work at Bryn Mawr College. https://repository.brynmawr.edu/bmc_books/14 For more information, please contact [email protected]. The HISTORY OF BRYN MAWR 1683-1900 Barbara Alyce Farrow THE HISTORY OF BRYN MAWR 1683 - 1900 Barbara Alyce Farrow Foreword by Catherine Drinker Bowen Pub lished by A Committee of Residents and The Bryn Mawr Civic Association Bryn M.:lw r, Pe nn sylvania 1962 This work is based on a thesis submitted in 1957 to Westminster College New Wilmington, Pennsylvania. Copyright © Barbara Alyce Farrow 1962 library of Congress Catalog Card Number: 62-13436 II To my grandmother, Mrs.
    [Show full text]
  • The Series 2019 Bonds Shall Constitute Limited
    PRELIMINARY OFFICIAL STATEMENT DATED AUGUST 15, 2019 NEW ISSUE – BOOK-ENTRY ONLY Ratings: S&P: “A” (See “RATINGS” herein) In the opinion of Ballard Spahr LLP, Philadelphia, Pennsylvania, Bond Counsel, interest on the Series 2019 Bonds is excludable from gross income for purposes of federal income tax, assuming continuing compliance with the requirements of federal tax laws. Interest on the Series 2019 Bonds is not a specific preference item for purposes of individual federal alternative minimum tax. Bond Counsel is also of the opinion that, under the laws of the Commonwealth of Pennsylvania as presently enacted and construed, the Series 2019 Bonds are exempt from personal property taxes in Pennsylvania, and interest on the Series 2019 Bonds is exempt from Pennsylvania personal income tax and corporate net income tax. See “TAX MATTERS” herein. $31,000,000* MONTGOMERY COUNTY INDUSTRIAL DEVELOPMENT AUTHORITY REVENUE BONDS, SERIES 2019 (THE HAVERFORD SCHOOL PROJECT) Dated: Date of Delivery Due: March 1, as shown on the inside front cover The Revenue Bonds, Series 2019 (The Haverford School Project) (the “Series 2019 Bonds”) will be issued by the Montgomery County Industrial Development Authority (the “Authority”) under a Trust Indenture dated as of August 1, 2019 (the “Indenture”), between the Authority and The Bank of New York Mellon Trust Company, N.A., Philadelphia, Pennsylvania, as trustee, paying agent and bond registrar (in such capacities, the “Trustee”). The Series 2019 Bonds will be payable from and secured by certain funds held by the Trustee under the Indenture and payments to the Trustee, as assignee of the Authority, under the Loan Agreement (the “Loan Agreement”) described herein between the Authority and Haverford School (the “School”).
    [Show full text]
  • Main Line Neighborhood Guide©
    Jennifer LeBow’s Main Line Neighborhood Guide© Jennifer LeBow’s Main Line Neighborhood Guide What areas does the Main Line include? Depending on whom you ask, the Main Line always includes the “lower Main Line,”, which is comprised of Ardmore, Bala Cynwyd, Bryn Mawr, Gladwyne, Haverford, Merion, Narberth, Penn Valley and Wynnewood. You may notice my guide has a little more information on the lower (eastern) Main Line as that’s where I grew up and where I chose to raise my own family, so it’s my “stomping grounds”. The upper Main Line lies directly to the west and includes Villanova, Radnor, Wayne, Devon, Berwyn, Paoli and Malvern. I know the neighborhoods, the schools, the shopping areas, the historically significant (or sometimes just quirky and interesting) places and buildings, the shortcuts (you’ll need to know these) and the important places to know about that guide books would never mention. Think of me as your resource for whatever you’re trying to find, from a reliable plumber to where to get your dog groomed. Click here for the Wikipedia description of the Main Line. Copyright Jennifer LeBow, jenniferlebow.com, [email protected], 610.308.5973 1 What does “The Main Line” refer to? The map shows the train stations, (circled in red along the Paoli local line) Villanova (left) and Overbrook (right) which is the last stop before down-town Philadelphia). While it takes about 35 minutes (in no traffic) to drive from Wayne to Overbrook, the train takes 25 minutes. Total distance is about 9 miles. There are also 5 stations just west of Wayne.
    [Show full text]
  • Our New Website Has Launched! the Future Is Now
    Alumnae Association of the Philadelphia High School for Girls March 2017 Philadelphia High School for Girls Our New Website Has Launched! The Future Is Now To Here are a few of the benefits accomplish you’ll see: the goals of our • Manage your member profile strategic and contact information plan and, directly indeed, our • Search for members and send mission, secure emails through the we’ve membership directory updated our website and membership • Manage your privacy infrastructure to leverage new preferences individually and technology. If you haven’t visited our independently website since its unveiling, take a • Organize every aspect of your look! class reunions from a single dashboard In a phased installation, the Alumnae • Share photos and event Association is implementing a new announcements with greater membership portal. This modern ease platform gives us a central dashboard • Pay dues and donate with just for 90% of our activities, improving a few clicks on your phone association communications, event planning, transparency, and engagement. It will also reduce cost as we reduce our dependence on third-party vendors. Our new platform will offer financial Please visit our refreshed tools for fundraising, donations, www.ghsalumnae.org, click the merchandise sales, membership Membership tab, and update your dues, and more, all seamlessly member profile from the link on that integrated. We’ll advance fundraising page. (Note: complete all fields; drives, sharing up-to-the-minute skipping required fields will hang-up progress toward the goal. Finally, registration) We’ll also send profile we’ll enable a mobile app, putting the invitations through email.
    [Show full text]
  • Gender Lens on Poverty 2Nd Edition, March 2014
    Gender Lens on Poverty 2nd Edition, March 2014 Author: Rosa Cho, Policy & Research Analyst Editor: Gail Cooper, Vice President for Programs Contents I. Introduction II. Measuring poverty III. Facts about gender and poverty in the U.S. IV. What causes poverty? V. Inequality, poverty, and gender VI. U.S. poverty compared to peer nations VII. What works: Strategies that relieve poverty VIII. References I. Introduction The scope of issues confronting women living in poverty is broad and complex. Women remain the demographic with the highest percentage of poverty after children: 14.5 percent of women and 22 percent of children are poor. Studies suggest poverty among women could be worsening; in 2012, the percentage of elderly women in extreme poverty increased by 18 percent. Moreover, women at all income levels are typically caregivers to the generations before and after them, exacerbating the burdens of their poverty. The lives of women in poverty are precarious. Women in poverty are more vulnerable to violence, unfair labor and housing practices, discriminatory pricing, and danger at work and at home. Increasingly, women’s ability to move out of poverty is compromised by limited access to a livable wage, affordable housing, healthcare, child care, paid sick leave, education, and training. Whether unemployed, partially employed, or working full-time, women in poverty contend with invasive institutions, from social service agencies to child welfare agencies to the criminal justice system. The choices of women in poverty often present equally disadvantageous options: caring for a sick child can cost a job; buying food can prevent a utility bill from being paid; avoiding a shelter can mean overcrowding a relative’s home.
    [Show full text]
  • THE CHARACTER of CURRICULUM STUDIES Copyright © William F
    The C haracter of C urriculum Studies T he C haracter of C urriculum S tudies Bildung , Currere , and the Recurring Question of the Subject W i l l i a m F . P i n a r Palgrave macmillan THE CHARACTER OF CURRICULUM STUDIES Copyright © William F. Pinar, 2011. Softcover reprint of the hardcover 1st edition 2011 All rights reserved. First published in 2011 by PALGRAVE MACMILLAN® in the United States— a division of St. Martin’s Press LLC, 175 Fifth Avenue, New York, NY 10010. Where this book is distributed in the UK, Europe and the rest of the world, this is by Palgrave Macmillan, a division of Macmillan Publishers Limited, registered in England, company number 785998, of Houndmills, Basingstoke, Hampshire RG21 6XS. Palgrave Macmillan is the global academic imprint of the above companies and has companies and representatives throughout the world. Palgrave® and Macmillan® are registered trademarks in the United States, the United Kingdom, Europe and other countries. ISBN 978-1-349-229277-6 ISBN 978-1-137-01583-9 (eBook) DOI 10.1007/978-1-137-01583-9 Library of Congress Cataloging-in-Publication Data Pinar, William The character of curriculum studies : bildung, currere, and the recurring question of the subject / William F. Pinar. p. cm. 1. Curriculum planning—Social aspects. 2. Education—Curricula— Social aspects. 3. Postmodernism and education. 4. Cosmopolitanism. I. Title. LB2806.15.P56 2011 375Ј.001—dc23 2011023691 A catalogue record of the book is available from the British Library. Design by Newgen Imaging Systems (P) Ltd., Chennai, India. First edition: December 2011 10 9 8 7 6 5 4 3 2 1 Transferred to Digital Printing in 2015 Dedicated to Alan A.
    [Show full text]
  • Guide, Sadie Tanner Mossell Alexander Papers
    A Guide to the Sadie Tanner Mossell Alexander Papers 1817-1985 (bulk 1920-1983) 83.0 Cubic feet UPT 50 A374S Prepared by Thomas G. Potterfield, Maureen B. Spectre, and Theresa R. Snyder, assisted by Susan M. Jenkins November 2015 The University Archives and Records Center 3401 Market Street, Suite 210 Philadelphia, PA 19104-3358 215.898.7024 Fax: 215.573.2036 www.archives.upenn.edu Sadie Tanner Mossell Alexander Papers UPT 50 A374S TABLE OF CONTENTS PROVENANCE...............................................................................................................................1 ARRANGEMENT...........................................................................................................................1 BIOGRAPHICAL NOTE................................................................................................................1 SCOPE AND CONTENT...............................................................................................................3 CONTROLLED ACCESS HEADINGS.........................................................................................6 INVENTORY.................................................................................................................................. 8 I. BIOGRAPHICAL AND AUTOBIOGRAPHICAL.............................................................. 8 II. PERSONAL CORRESPONDENCE..................................................................................13 III. GENERAL CORRESPONDENCE.................................................................................
    [Show full text]
  • Civic Activism, Helen Oakes, and the Philadelphia Public Schools, 1960–1989
    Outside In and Inside Out: Civic Activism, Helen Oakes, and the Philadelphia Public Schools, 1960–1989 N JANUARY 1952 THE SCHOOL EXECUTIVE, a professional journal for school administrators, published a special issue on citizens and Ischools that called attention to a flurry of citizen involvement with public education in the United States since the end of World War II. Of course, citizen participation in public education was, by then, nothing new. In the nineteenth century, citizens had often concerned themselves with schools, forming school societies, organizing advocacy groups, and joining school boards. Such volunteers were usually educated men of means, but women became involved too. The Civic Club of Philadelphia, for example, brought together many prominent white women who aimed to promote “by education and active cooperation a higher public spirit and better public order.” The club’s agenda included the election of women to school boards and the beautification of public schools.1 But even as these men and women were reaching out, the professionalization of teaching and the centralization of policy making were gradually chang- ing the relationship between citizens and schools, erecting barriers, both formal and informal, to citizens’ influence. A series of economic, social, and political crises after 1930 drove many Americans to engage with the public schools. The onset of the Great Depression convinced some businessmen and taxpayers to participate in deliberations about the financial support of public schools. In New York and Chicago, citizens’ committees formed that called for massive budget The author wishes to thank Herbert Ershkowitz and two anonymous reviewers for their helpful comments and suggestions.
    [Show full text]
  • "Children Achieving": Philadelphia's Education Reform. Co
    DOCUMENT RESUME ED 404 417 UD 031 534 TITLE A First-Year Evaluation Report of "Children Achieving": Philadelphia's Education Reform. INSTITUTION Consortium for Policy Research in Education, Philadelphia, PA. SPONS AGENCY Children Achieving Challenge, Philadelphia, PA. PUB DATE 96 NOTE 126p.; A separately published 20-page "executive summary" has been appended to the full report. PUB TYPE Reports Evaluative/Feasibility (142) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS Academic Achievement; *Accountability; Cooperation; *Educational Change; Educational Finance; Elementary Secondary Education; Incentives; Inservice Teacher Education; *Organizational Development; Program Evaluation; *Standards; *Urban Education; Urban Schools IDENTIFIERS *Philadelphia School District PA ABSTRACT This report examines the process of school reform in Philadelphia (Pennsylvania) during the last half of the 1995-96 school year. It focuses on the progress of the Children Achieving initiative in the first 6 of the projected 22 clusters and considers 11 schools in these 6 clusters in detail. The focus of work in this first year of operation was to develop standards, put the infrastructure in place that would support reform, establish the relationships needed to make the infrastructure work, begin preparing teachers to use the new standards, and design and win support for an accountability system and incentives. The standards and incentives embedded into this accountability system will come into play in the future as "drivers" of the next stages of reform. Observation, review of documents, and interviews provided data that show that Children Achieving was on schedule and gaining momentum in spite of fiscal and political challenges. The vision supporting the reform was less well understood at the school level than at the central and cluster offices.
    [Show full text]
  • A N N E T T E P O L a N
    A N N E T T E P O L A N 4719 30TH STREET, N.W. WASHINGTON, DC 20008 (202) 537-2908 [email protected] www.annettepolan.com EMPLOYMENT 2013 - Principal Insight Institute www.insightinstitute.org 2009 - Corcoran College of Art at George Washington University, Professor Emerita 1980 – 2009 Corcoran College of Art + Design, Professor 2004 – 2007 Founder and Chair of Faces of the Fallen www.facesofthefallen.com 2008 – 2013 Principal CAPITAL ARTPORTS www.capitalartports.com EDUCATION Corcoran College of Art+ Design of Art, Washington, DC, Tyler School of Art, Philadelphia, Drawing and Painting Ecole du Louvre, Paris, France, Art History Hollins University, Virginia, B.A., Art History AWARDS 2018 Visual Voices Lecture, George Mason University, Fairfax, Virginia 2015 – 2016 ARTCART, Research Center for Art and Culture, Columbia University 2011 Artist in Residence, The Highlands, North Carolina 2011 Distinguished Artist, Montgomery College 2010 Artist in Residence, Spring Island, South Carolina 2009 Professor Emerita, Corcoran College of Art at George Washington University 2008 Hollins University Distinguished Alumnae Award 2006 Department of Defense Outstanding Public Service Award 2006 Cosmos Club Award Nomination 2004 Mayor’s Award in the Arts, Honorable Mention 2002 Vermont Studio Center, Artist Residency, Johnson, Vt. 1999 Batuz Foundation, Société Imaginaire Program, Altzella, Germany 1998 Distinguished Alumnae Award, The Baldwin School, Bryn Mawr, Pa. 1993 D.C. Commission on the Arts and Humanities; Grants in Aid Award 1985 D.C. Commission
    [Show full text]
  • Radical Privatization in Philadelphia: School Leaders As Policy Entrepreneurs
    Radical Privatization in Philadelphia: School Leaders as Policy Entrepreneurs William Lowe Boyd Pennsylvania State University Jolley Bruce Christman Research for Action Elizabeth Useem Research for Action INTRODUCTION Recognizing the repeated failure of many conventional approaches to improving urban districts, school reformers have turned to increasingly radical ideas. Since a state takeover in 2001, the School District of Philadelphia has served as a laboratory for radical changes in school governance and management, most notably a complex privatization scheme that includes market solutions such as the diverse provider model of school management, expansion of charter schools, and extensive outsourcing of additional district functions. Educators and policy analysts nationwide have closely watched Philadelphia as a harbinger of things to come under the provisions of No Child Left Behind. In this chapter, we focus on the role of leadership in establishing early legitimacy for and confidence in a reform agenda that included radical departures from the local public sector governance and management by education professionals of large urban school districts established by the education Progressives. Philadelphia’s education reform is radical in three respects. First, the city’s school district has been the largest ever to be taken over by a state. Second, it has been the site of the 1 nation’s largest experiment to date in the outsourcing of school management to external organizations (the “diverse provider model”), and it has become home to 60 public charter schools. By the 2006-07 school year, over a third of the district’s 174,000 students attended public charter schools or those run by external private organizations.
    [Show full text]
  • The Evolution of the Real Estate Divisions of the Eastern Portion Of
    Bryn Mawr College Scholarship, Research, and Creative Work at Bryn Mawr College Architecture, Grounds, and History Facilities 1998 The volutE ion of the Real Estate Divisions of the Eastern Portion of the Bryn Mawr Campus, the Construction of "the Owl," and Its Historical Color Schemes, Yarrow Street and Morris Avenue, Bryn Mawr College George E. Thomas Report prepared for Buell-Kratzer Powell Architects, 1501 Walnut Street, Philadelphia, PA 19103 by George E. Thomas, Ph.D., George E. Thomas Associates, Inc., 9515 Germantown Ave., Philadelphia, PA 19118. Let us know how access to this document benefits ouy . Follow this and additional works at: http://repository.brynmawr.edu/facilities_history Part of the Architecture Commons, and the Educational Administration and Supervision Commons Citation Thomas, George E., "The vE olution of the Real Estate Divisions of the Eastern Portion of the Bryn Mawr Campus, the Construction of "the Owl," and Its Historical Color Schemes, Yarrow Street and Morris Avenue, Bryn Mawr College" (1998). Architecture, Grounds, and History. Paper 3. http://repository.brynmawr.edu/facilities_history/3 This paper is posted at Scholarship, Research, and Creative Work at Bryn Mawr College. http://repository.brynmawr.edu/facilities_history/3 For more information, please contact [email protected]. The Evolution of the Real Estate Divisions of the eastern portion of the Bryn Mawr Campus, the Construction of "the Owl," and its historical color schemes Yarrow Street and Morris A venue Bryn Mawr College Prepared for: Buell-Kratzer Powell Architects 1501 Walnut Street Philadelphia, PA 19103 By: George E. Thomas, Ph.D. George E. Thomas Associates, Inc. 9515 Germantown Ave.
    [Show full text]