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This essay examines education as a critical link to minority integration--one often lost in the debate over immigration on both sides of the Atlantic. It suggests that western European countries, in looking to the experience of the United States, should place the specific policies and practices in their historical context and sift through the underlying scholarly and political debates to best inform their judgment. It addresses two massive waves of immigration that have had a profound effect on American identity and schooling: the migration of southern and eastern Europeans in the early twentieth century, and the recent and continuing influx of immigrants from Latin America, the Caribbean, Asia, and Africa. It particularly focuses on the problems that arise from transnational life styles, the potential dangers of segmented assimilation, and the arguable benefits of selective acculturation in easing the way toward full social and political participation.

In March, 2004, the federal Department of Education issued proposed Title IX regulations that promise to provide public school districts and charter school organizers considerable flexibility in establishing single-sex classes and schools. At the same time, however, as part of the No Child Left Behind Act, the Department has called for "scientifically based" research to guide educational practices while the Supreme Court has ruled that state actors need an "exceedingly persuasive" justification for drawing distinctions on the basis of sex. The dramatic turnaround in federal policy and the seeming inconsistencies in the law have sparked heated debate that has plumbed the depths of gender, race, and ideology. Yet both sides concur that research findings supporting single-sex schooling are inconclusive. This article works through this conundrum, maintaining that social science evidence has far more to offer the debate than either supporters or detractors of single-sex schooling recognize. To validate that assertion, it examines data on academic performance and social deficits across gender and race as well as tentative evidence from existing programs. Based on these findings, the author draws the critical connection among program planning, implementation, and assessment and urges educators and researchers to explore a broad range of questions and methods both in their search for evidence to inform and guide program development and in their efforts to generate new findings that will prove instructive if not definitive in measuring the overall effects of these programs.

An introduction to the journal is presented in which the editor discusses the various topics within the issue, including immigration law in the U.S., the works of the late Professor Michael Olivas, and the rights of undocumented immigrants.

INTRODUCTION In September 2010, an eye-catching article appeared on the front page of the New York Times 'Arts' section. The headline read, 'Cultures United to Honor Separatism.' (1) Basque and [...]

In Brown's Wake: Legacies of America's Educational Landmark BY MARTHA MINOW NEW YORK, NY: OXFORD UNIVERSITY PRESS, 2010, PP. 320. $24.95. REVIEW CONTENTS INTRODUCTION I. IN BROWN'S WAKE II. THE [...]

A survey of the effect of the Supreme Court's 1988 ruling on the 'Hazelwood v. Kuhlmeier' case on censorship of school and college newspapers showed that reactions are regionally influenced. The influence of the ruling was least in the western region while southern respondents reported the greatest impact. A majority of school principals reported that they knew of the ruling, although only 41.2% of the respondents reported experiencing less freedom of expression than before the ruling.

A careful analysis of judicial precedence and legislative history supports a view that private litigants in educational discrimination cases may seek judicial redress of institutional wrong provided that the action seeks to protect the rights of large numbers of similarly aggrieved parties and that available administrative remedies have been exhausted. (Author/IRT)

Focuses on the litigation challenging the authority of the Department of Health, Education, and Welfare to promulgate regulations governing employment discrimination pursuant to Title IX. Despite compelling challenges, interest in Title IX continues because its penalties are more extensive than those available under Title VII. (IRT)

Compares the recent opinions of the Second and Fifth Circuit Courts concerning the legislative intent of Title IX with earlier opinions of the First, Sixth, and Eighth Circuits, which declared the Title IX employment regulations invalid. A middle approach to interpretation of the law is proposed. (Author/MLF)

Explores the evolution of equal educational opportunity from legal, historical, philosophical, and policy perspectives. Suggests how the goals of equal education may be pursued under "new federalism" and current economic decline, and describes the role that State legislatures and departments of education must play. (Author/GC)

The United States Department of Education's Title IX regulations framed to enable schools in conducting single-sex classes are evaluated on legal grounds.