Harvard Educational Review
  1. Spring 1974 Issue »

    Student Classification, Public Policy, and the Courts

    David L. Kirp
    During the past two decades, courts have sought to define with particularity the meaning or, better, meanings of equal educational opportunity. Only recently, however, have courts examined within-school practices—ability grouping, special education placement, exclusion of "ineducable" children—which classify students on the basis of academic performance or potential. In this article, the author examines classification practices in constitutional terms; he assesses both the plausibility of treating student classification issues in equal protection and due process terms, and the policy consequences of such treatment.

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    Spring 1974 Issue

    Abstracts

    Student Classification, Public Policy, and the Courts
    David L. Kirp
    An Interview with Marian Wright Edelman
    Marian Wright Edelman
    Radical Correctional Reform
    A Case Study of the Massachusetts Youth Correctional System
    Lloyd E. Ohlin, Robert B. Coates, Alden D. Miller
    Myths and Realities in the Search for Juvenile Justice
    A Statement by The Honorable Justine Wise Polier
    Justine Wise Polier
    A Policy Statement on Assessment Procedures and the Rights of Children
    Jane R. Mercer
    A Philosophical Justification For Children's Rights
    Victor L. Worsfold
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