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Abstract
The authors argue that educational redlining, like redlining practices in housing markets, occurs in schools that use standardized test results to determine eligibility for academic programs. This discriminatory practice, which reduces education equity and increases academic segregation along the lines of racial and socioeconomic status within schools, must end.
Additional information
Notes on contributors
J. Kenyon Kummings
J. Kenyon Kummings has been the Superintendent for Wildwood Public Schools since 2014. He earned his Bachelor of Arts from Rutgers University, Masters of Education in Educational Leadership from The College of New Jersey, and is currently a Doctoral Student at Rowan University. Email: [email protected]
Christopher H. Tienken
Christopher H. Tienken is an Associate Professor of Education Leadership, Management, and Policy at Seton Hall University in New Jersey. His books include Cracking the Code of Education Reform: Creative Compliance and Ethical Leadership; The School Reform Landscape: Fraud, Myth, and Lies; Education Policy Perils; and Defying Standardization. For more information go to www.christienken.com. Email: [email protected]