Roslyn Arlin Mickelson is a Professor of Sociology, Public Policy, and Women’s and Gender Studies at the University of North Carolina at Charlotte. She completed a postdoctoral fellowship in child development and social policy at the University of Michigan, Ann Arbor. Prior to receiving her PhD from the University of California, Los Angeles, she taught high school social studies in Inglewood, California, for nine years. Her research interests include minority educational issues, desegregation, gender and education, educational policy, and pathways to science, technology, engineering, and mathematics (STEM). Mickelson has investigated school reform in Charlotte-Mecklenburg Schools since 1989, chronicling its transformation from a desegregated to a resegregated school system. Stephen Samuel Smith is a Professor of Political Science at Winthrop University and author of Boom for Whom?: Education, Desegregation, and Development in Charlotte (State University of New York Press, 2004). He received his PhD from Stanford in 1990, having returned to academia after fifteen years doing blue-collar work, most of them in Detroit-area factories. He served as an expert witness in the 1999 reopened Swann litigation and has written about education policy in numerous professional journals and edited volumes. He has published widely about urban civic capacity, urban regimes, and the politics of desegregation. In addition to his continuing interest in the politics of education, he writes about antiwar movements, resistance by U.S. soldiers to military authority during the war in Iraq, and the ideological and analytic shortcomings of the term social capital. Amy Hawn Nelson is a community researcher and career educator who has served as a teacher, mentor, and school leader in traditional, private, and charter schools. She is a Charlotte native and graduate of Charlotte-Mecklenburg Schools. She is currently the Director of Research for the UNC Charlotte Urban Institute and the Director of the Institute for Social Capital, Inc., whose mission is to advance university research and increase the community’s capacity for data-based planning and evaluation. She received her PhD in urban education and a master’s in school administration from UNC Charlotte, and a master’s in teaching from Johns Hopkins University. Her research interests include long-term schooling outcomes, data-informed decision making, and integrated data systems.

• Contents Map of Mecklenburg County vii Preface ixCHAPTER 1 Yesterday, Today, and Tomorrow Structure and Agency in the Resegregation of Charlotte-Mecklenburg Schools 1 Roslyn Arlin Mickelson, Stephen Samuel Smith, and Amy Hawn Nelson CHAPTER 2 The Price of Success The Political Economy of Education, Desegregation, and Development in Charlotte 17 Stephen Samuel Smith CHAPTER 3 A Spirit of Togetherness Desegregation and Community at West Charlotte High School 39 Pamela Grundy CHAPTER 4 “Academic Genocide” on the West Side West Charlotte High School in the Post-Swann Era 53 Roslyn Arlin Mickelson, Stephen Samuel Smith, Stephanie Southworth, and S. Lore´n Trull CHAPTER 5 Charlotte-Mecklenburg Schools in Context Racial and Economic Imbalance at the District and State Level, 1994–2012 69 Charles T. Clotfelter, Helen F. Ladd, and Jacob L. VigdorCHAPTER 6 A Study in Contrasts Race, Politics, and School Assignment Policies in Charlotte-Mecklenburg and Wake County, North Carolina 85 Toby L. Parcel, Joshua A. Hendrix, and Andrew J. TaylorCHAPTER 7 Residential Choice as School Choice The Impact of Unitary Status in Charlotte-Mecklenburg 101 David Liebowitz and Lindsay C. Page CHAPTER 8 From Black and White to Technicolor Demographic Change in the Charlotte-Mecklenburg Schools 119 Michelle Plaisance, Elizabeth Morrell, and Paul McDaniel CHAPTER 9 A Long Path to Success Integration and Community Engagement at Shamrock Gardens Elementary School 137 Amy Hawn Nelson CHAPTER 10 The Law’s Delay Pursuing School Diversity and Equity in Leandro’s Shadow 157 Mark Dorosin and Luke Largess CHAPTER 11 Obligation and Opportunity Charlotte-Mecklenburg Schools Face the Future 173 Stephen Samuel Smith, Roslyn Arlin Mickelson, and Amy Hawn Nelson APPENDIX A Terminology 203 APPENDIX b List of Supplementary Materials 207 Notes 209 Acknowledgments 241 About the Editors 243 About the Contributors 245 Index 249

Roslyn Arlin Mickelson is a Professor of Sociology, Public Policy, and Women’s and Gender Studies at the University of North Carolina at Charlotte. She completed a postdoctoral fellowship in child development and social policy at the University of Michigan, Ann Arbor. Prior to receiving her PhD from the University of California, Los Angeles, she taught high school social studies in Inglewood, California, for nine years. Her research interests include minority educational issues, desegregation, gender and education, educational policy, and pathways to science, technology, engineering, and mathematics (STEM). Mickelson has investigated school reform in Charlotte-Mecklenburg Schools since 1989, chronicling its transformation from a desegregated to a resegregated school system. Stephen Samuel Smith is a Professor of Political Science at Winthrop University and author of Boom for Whom?: Education, Desegregation, and Development in Charlotte (State University of New York Press, 2004). He received his PhD from Stanford in 1990, having returned to academia after fifteen years doing blue-collar work, most of them in Detroit-area factories. He served as an expert witness in the 1999 reopened Swann litigation and has written about education policy in numerous professional journals and edited volumes. He has published widely about urban civic capacity, urban regimes, and the politics of desegregation. In addition to his continuing interest in the politics of education, he writes about antiwar movements, resistance by U.S. soldiers to military authority during the war in Iraq, and the ideological and analytic shortcomings of the term social capital. Amy Hawn Nelson is a community researcher and career educator who has served as a teacher, mentor, and school leader in traditional, private, and charter schools. She is a Charlotte native and graduate of Charlotte-Mecklenburg Schools. She is currently the Director of Research for the UNC Charlotte Urban Institute and the Director of the Institute for Social Capital, Inc., whose mission is to advance university research and increase the community’s capacity for data-based planning and evaluation. She received her PhD in urban education and a master’s in school administration from UNC Charlotte, and a master’s in teaching from Johns Hopkins University. Her research interests include long-term schooling outcomes, data-informed decision making, and integrated data systems.

• Contents Map of Mecklenburg County vii Preface ixCHAPTER 1 Yesterday, Today, and Tomorrow Structure and Agency in the Resegregation of Charlotte-Mecklenburg Schools 1 Roslyn Arlin Mickelson, Stephen Samuel Smith, and Amy Hawn Nelson CHAPTER 2 The Price of Success The Political Economy of Education, Desegregation, and Development in Charlotte 17 Stephen Samuel Smith CHAPTER 3 A Spirit of Togetherness Desegregation and Community at West Charlotte High School 39 Pamela Grundy CHAPTER 4 “Academic Genocide” on the West Side West Charlotte High School in the Post-Swann Era 53 Roslyn Arlin Mickelson, Stephen Samuel Smith, Stephanie Southworth, and S. Lore´n Trull CHAPTER 5 Charlotte-Mecklenburg Schools in Context Racial and Economic Imbalance at the District and State Level, 1994–2012 69 Charles T. Clotfelter, Helen F. Ladd, and Jacob L. VigdorCHAPTER 6 A Study in Contrasts Race, Politics, and School Assignment Policies in Charlotte-Mecklenburg and Wake County, North Carolina 85 Toby L. Parcel, Joshua A. Hendrix, and Andrew J. TaylorCHAPTER 7 Residential Choice as School Choice The Impact of Unitary Status in Charlotte-Mecklenburg 101 David Liebowitz and Lindsay C. Page CHAPTER 8 From Black and White to Technicolor Demographic Change in the Charlotte-Mecklenburg Schools 119 Michelle Plaisance, Elizabeth Morrell, and Paul McDaniel CHAPTER 9 A Long Path to Success Integration and Community Engagement at Shamrock Gardens Elementary School 137 Amy Hawn Nelson CHAPTER 10 The Law’s Delay Pursuing School Diversity and Equity in Leandro’s Shadow 157 Mark Dorosin and Luke Largess CHAPTER 11 Obligation and Opportunity Charlotte-Mecklenburg Schools Face the Future 173 Stephen Samuel Smith, Roslyn Arlin Mickelson, and Amy Hawn Nelson APPENDIX A Terminology 203 APPENDIX b List of Supplementary Materials 207 Notes 209 Acknowledgments 241 About the Editors 243 About the Contributors 245 Index 249

Roslyn Arlin Mickelson is a Professor of Sociology, Public Policy, and Women’s and Gender Studies at the University of North Carolina at Charlotte. She completed a postdoctoral fellowship in child development and social policy at the University of Michigan, Ann Arbor. Prior to receiving her PhD from the University of California, Los Angeles, she taught high school social studies in Inglewood, California, for nine years. Her research interests include minority educational issues, desegregation, gender and education, educational policy, and pathways to science, technology, engineering, and mathematics (STEM). Mickelson has investigated school reform in Charlotte-Mecklenburg Schools since 1989, chronicling its transformation from a desegregated to a resegregated school system. Stephen Samuel Smith is a Professor of Political Science at Winthrop University and author of Boom for Whom?: Education, Desegregation, and Development in Charlotte (State University of New York Press, 2004). He received his PhD from Stanford in 1990, having returned to academia after fifteen years doing blue-collar work, most of them in Detroit-area factories. He served as an expert witness in the 1999 reopened Swann litigation and has written about education policy in numerous professional journals and edited volumes. He has published widely about urban civic capacity, urban regimes, and the politics of desegregation. In addition to his continuing interest in the politics of education, he writes about antiwar movements, resistance by U.S. soldiers to military authority during the war in Iraq, and the ideological and analytic shortcomings of the term social capital. Amy Hawn Nelson is a community researcher and career educator who has served as a teacher, mentor, and school leader in traditional, private, and charter schools. She is a Charlotte native and graduate of Charlotte-Mecklenburg Schools. She is currently the Director of Research for the UNC Charlotte Urban Institute and the Director of the Institute for Social Capital, Inc., whose mission is to advance university research and increase the community’s capacity for data-based planning and evaluation. She received her PhD in urban education and a master’s in school administration from UNC Charlotte, and a master’s in teaching from Johns Hopkins University. Her research interests include long-term schooling outcomes, data-informed decision making, and integrated data systems.

• Contents Map of Mecklenburg County vii Preface ixCHAPTER 1 Yesterday, Today, and Tomorrow Structure and Agency in the Resegregation of Charlotte-Mecklenburg Schools 1 Roslyn Arlin Mickelson, Stephen Samuel Smith, and Amy Hawn Nelson CHAPTER 2 The Price of Success The Political Economy of Education, Desegregation, and Development in Charlotte 17 Stephen Samuel Smith CHAPTER 3 A Spirit of Togetherness Desegregation and Community at West Charlotte High School 39 Pamela Grundy CHAPTER 4 “Academic Genocide” on the West Side West Charlotte High School in the Post-Swann Era 53 Roslyn Arlin Mickelson, Stephen Samuel Smith, Stephanie Southworth, and S. Lore´n Trull CHAPTER 5 Charlotte-Mecklenburg Schools in Context Racial and Economic Imbalance at the District and State Level, 1994–2012 69 Charles T. Clotfelter, Helen F. Ladd, and Jacob L. VigdorCHAPTER 6 A Study in Contrasts Race, Politics, and School Assignment Policies in Charlotte-Mecklenburg and Wake County, North Carolina 85 Toby L. Parcel, Joshua A. Hendrix, and Andrew J. TaylorCHAPTER 7 Residential Choice as School Choice The Impact of Unitary Status in Charlotte-Mecklenburg 101 David Liebowitz and Lindsay C. Page CHAPTER 8 From Black and White to Technicolor Demographic Change in the Charlotte-Mecklenburg Schools 119 Michelle Plaisance, Elizabeth Morrell, and Paul McDaniel CHAPTER 9 A Long Path to Success Integration and Community Engagement at Shamrock Gardens Elementary School 137 Amy Hawn Nelson CHAPTER 10 The Law’s Delay Pursuing School Diversity and Equity in Leandro’s Shadow 157 Mark Dorosin and Luke Largess CHAPTER 11 Obligation and Opportunity Charlotte-Mecklenburg Schools Face the Future 173 Stephen Samuel Smith, Roslyn Arlin Mickelson, and Amy Hawn Nelson APPENDIX A Terminology 203 APPENDIX b List of Supplementary Materials 207 Notes 209 Acknowledgments 241 About the Editors 243 About the Contributors 245 Index 249