Judge To Limit Role in Boston Case

Article Tools
  • PrintPrinter-Friendly
  • EmailEmail Article
  • ReprintReprints
  • CommentsComments

Boston--U.S. District Judge W. Arthur Garrity Jr. has announced that he will end his supervision of four of 12 compliance areas in the 10-year-old desegregation suit involving the Boston Public Schools.

In making his announcement in a memorandum issued last week, Judge Garrity explained that "the main purpose of this memorandum is to expedite the court's total disengagement," either by a consent decree acceptable to the court and all parties involved or by implementation of the court's desegregation order.

He added that at least four of the parties to the suit must agree to his proposal before a final order is issued.

Rating System

Judge Garrity pointed out, however, that the schools have yet to comply with all of his orders, citing one issued Feb. 24, 1976, requiring school officials to establish a "promotional rating system" involving parents, teachers, and minorities in the screening process to decide permanent appointments. (See Education Week, Sept. 19, 1984.)

Ian Forman, a spokesman for the school system, said a streamlined3version of the court-ordered screening process for administrators is now being used, and only about 10 of the 125 headmasters and principals are serving in temporary positions.

According to court documents, Judge Garrity plans to close the case with respect to orders on special education, institutional pairings, student discipline, and safety and security. The court would retain its jurisdiction over some of the more controversial areas, such as student assignments, staff desegregation, bilingual education, special desegregation measures, and vocational and occupational education.

In a separate memorandum dated Sept. 18, Judge Garrity also ordered Boston school officials to file by Oct. 1 several status reports detailing the school system's progress toward compliance with some 400 orders issued over the last 10 years and the formulation of a long-range plan for reorganizing the school system. The judge has said that plan must be in place before any full disengagement by the court.

A hearing on the proposed partial disengagement is scheduled for Oct. 12, according to the court document.--Susan G Foster

Vol. 04, Issue 04

Notice: We recently upgraded our comments. (Learn more here.) If you are logged in as a subscriber or registered user and already have a Display Name on edweek.org, you can post comments. If you do not already have a Display Name, please create one here.
Ground Rules for Posting
We encourage lively debate, but please be respectful of others. Profanity and personal attacks are prohibited. By commenting, you are agreeing to abide by our user agreement.
All comments are public.

Back to Top Back to Top

Most Popular Stories

Viewed

Emailed

Recommended

Commented

Sponsor Insights

Free Ebook: How to Implement a Coding Program in Schools

Successful Intervention Builds Student Success

Effective Ways to Support Students with Dyslexia

Stop cobbling together your EdTech

Integrate Science and ELA with Informational Text

Can self-efficacy impact growth for ELLs?

Disruptive Tech Integration for Meaningful Learning

Building Community for Social Good

5 Resources on the Power of Interoperability from Unified Edtech

New campaign for UN World Teachers Day

5 Game-Changers in Today’s Digital Learning Platforms

Hiding in Plain Sight - 7 Common Signs of Dyslexia in the Classroom

The research: Reading Benchmark Assessments

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

All Students Are Language Learners: The Imagine Learning Language Advantage™

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

How to Support All Students with Equitable Pathways

2019 K-12 Digital Content Report

3-D Learning & Assessment for K–5 Science

Climate Change, LGBTQ Issues, Politics & Race: Instructional Materials for Teaching Complex Topics

Closing the Science Achievement Gap

Evidence-based Coaching: Key Driver(s) of Scalable Improvement District-Wide

Advancing Literacy with Large Print

Research Sheds New Light on the Reading Brain

Tips for Supporting English Learners Through Personalized Approaches

Response to Intervention Centered on Student Learning

The Nonnegotiable Attributes of Effective Feedback

SEE MORE Insights >