National Research Council meeting of the Committee on Improving Measures of Access to Equal Educational Opportunity, August 12– 13, Woods Hole, MA.
Cross, B. (2002). A time for action. In T. Johnson, J.E. Boyden, and W.J. Pittz (Eds.), Racial profiling and punishment in U.S. public schools. How zero tolerance policies and high-stakes testing subvert academic excellence and racial equity (pp. 5–8). Oakland: Applied Research Center.
Cuban, L. (1998). How schools change reforms: Redefining reform success and failure. Teachers College Record, 99, 453–477.
Darling-Hammond, L. (1997a). Doing what matters most: Investing in quality teaching. New York: National Commission on Teaching and America’s Future.
Darling-Hammond, L. (1997b). The right to learn. San Francisco: Jossey-Bass.
DeFrancis, M. (1998). Where are they now: Many of the civil rights activists as well as those opposed to desegregation are still active in public affairs. FOCUS (August).
Editorial Projects in Education. (2001). Quality counts, 2001. Bethesda: Author.
Edley, C. (2002). Education reform in context: Research, politics and civil rights. In National Research Council, T. Ready, C. Edley, and C. Snow (Eds.), Division of Behavioral and Social Sciences and Education, Achieving high educational standards for all (pp. 123–148). Washington, DC: National Academy Press.
Farkas, G. (2002). Racial disparities and discrimination in education: What do we know, how do we know it, and what do we need to know? Paper presented at the National Research Council Workshop on Measuring Disparities in Education, July 1, Washington, DC.
Farley, R. (1975). Racial integration in public schools, 1967–1972: Assessing the effects of government policies. Sociological Focus, 8(1), 3–26.
Farley, R. (1976). Is Coleman right? Social Policy, 6(4), 1–10.
Farley, R. (1978). School integration in the United States. In F.D. Bean and W.F. Parker (Eds.), The demography of racial and ethnic groups (pp. 15–50). New York: Academic Press.
Farley, R. (1979). School desegregation and enrollments in the nation’s largest cities: An analysis of recent trends. Paper presented at the 139th Annual Meeting of the American Statistical Association, August 13–16, Washing-ton, DC.
Farley, R., and Taeuber, A.F. (1974). Racial segregation in the public schools. American Journal of Sociology, 79(4), 888–905.
Farley, R., Richard, T., and Wurdock, C. (1980). School desegregation and white flight: An investigation of competing models and their discrepant findings. Sociology of Education, 53, 123–139.
Ferguson, R. (2000). Certification test scores, teacher quality and student achievement. In D.W. Grissmer and J.M. Ross (Eds.), Analytic issues in the assessment of student achievement. Washington, DC: U.S. Department of Educa-tion, National Center for Education Statistics.
Ferguson, R., and Ladd, H. (1996). How and why money matters: An analysis of Alabama schools. In H. Ladd (Ed.), Holding schools accountable: Performance-based reform in education (pp. 265–298). Washington, DC: Brookings Institution.
Ferguson, R., and Mehta, J. (2002). Why racial integration and other policies since Brown v. Board of Education have only partially succeeded at narrowing the achievement gap. In National Research Council, T. Ready, C. Edley, and C. Snow (Eds.), Division of Behavioral and Social Sciences and Education, Achieving high educational standards for all (pp. 123–148). Washington, DC: National Academy Press.
Finn, J. (1982). Patterns in special education placement as revealed by the OCR surveys. In National Research Council, Panel on Selection and Placement of Students in Programs for the Mentally Retarded, Committee on Child Development Research and Public Policy , K.A. Heller, W.H. Holzman, and S. Messick (Eds.), Placing children in special education: A strategy for equity (pp. 322–381). Washington, DC: National Academy Press.
Ford, D.Y. (1998). The underrepresentation of minority students in gifted education: Prob-lems and promises in recruitment and retention. Journal of Special Education, 32, 4–14.