Abstract

The Brown v. Board of Education (1954) decision was a significant change in social justice and human rights. There is ongoing debate about public education not as a private commodity but as a public good that must be made available on equal terms. Recently, schools are entering an era of second-generation segregation. Poor outcomes, language acquisition programs preventing access to college-readiness courses, and teacher quality are causes for concern. Research on second-generation segregation found that African-American children experience lower rates of academic achievement than their White peers. This was a case study analysis to investigate the impact of teacher preparation and culturally relevant practices related to educational opportunities. The results hold implications on misconceptions of educational improvements for Black children and identify the need to increase cultural responsiveness and an intentional focus on students’ assets and needs.

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