In response two of your peers, explain what you learned from reading their post and how their thesis statement compares to your own. You may respond to peers who selected either of the two thesis statements.
I chose option two, which was.
In the long run, busing hurt Boston because it led to violent racial strife, contributed to white flight, and damaged the quality of the public school system.Overall, the bussing hurt Boston because of how it was rolled out. If there was a different and slower progression, there might have been a different result. Doing it instantaneously caused a lot of racial issues within the community, worsening racial tensions. Several issues were White flight, violence, and a lower percentage of enrolled students.The white fight was when white people in the community moved to outer parts of the city, typically whiter neighborhoods. This could’ve been for several reasons; it could’ve been because of the expansion of suburban areas or simply because of the racial tensions taking place due to the bus crisis and desegregation of schools. Some schools got shut down for several years. But eventually, they were forced to open up and were threatened to get their funding taken away if they did not abide by the rules of desegregation. There are also high racial tensions in the area, which cost students and parents of black and white people in these neighborhoods angered by the decision to bus students and switch schools. The racial tensions carried on for many years, and some still experience it.I think desegregation and getting the schools to integrate and try to get to a place where all races are equal and can work together was made with good intentions. It may have had a different outcome if the rollout wasn’t so sudden and maybe had a slower integration. It might have also worked differently if they did the rollout with younger and older students.
In the long run, busing hurt Boston because it led to violent racial strife, contributed to white flight, and damaged the quality of the public school system.
I believe that the busing plan in Boston did more harm than good. Crowds outside of white schools threw bricks and rocks at buses carrying African-American students as they arrived at the school. State police and the National Guard were called upon to escort the African-American students in the school. Fights broke out in school as well as outside of school. There was a decrease in the quality of the school system itself. According to our reading, “When Boston introduced Stanford 9 testing to the public schools in 1996, 94 percent of seventh-graders at Woodrow Wilson Elementary School scored “poor” or “failing” in math, as did 73 percent of fifth-graders at Brighton’s Alexander Hamilton School. At Dorchester’s William E. Endicott School, 95 percent of the fifth-graders scored “poor” or “failing” in reading and 100 percent scored “poor” or “failing” in math. Yet all of these students were promoted to the next grade. ” Scores from IOWA testing and SAT tests were not much better.
Statistics from our reading reveal that in 1970 the population of Boston was 641,071 with 82 percent of the residents being white. However, in 1990, the population was only 574,283 with only 59 percent of the residents being white. Seems like white flight happened here.
Even though busing in Boston eventually led to the schools being desegregated, there was a lot of violence and destruction that occurred in order for that to happen.
My response-In the long run, busing hurt Boston because it led to violent racial strife, contributed to white flight, and damaged the quality of the public school system.
In April 1976, the busing concern in Boston caused conflict as a gloomy lawyer called Theodore Landsmark was laid into on his way to the City Hall Plaza by a clique of white adolescents. Theodore was beaten, jolted, and finally wounded with the sharp edge of a flag rod with an American flag on it. The consequence of white flight initiated a state of municipal deterioration, creating housing more reasonably priced. The reduction in housing standards and withdrawal of white high-pay households reduces the levy base. As a result, low-income marginal societies are left empty of resources such as worthy institutes, reading rooms, infrastructure, law enforcement agency forces, and occupation in Boston.
The busing in Boston spoiled the eminence of the public-school structure by permitting a law that certified charter institutes in Massachusetts. The activists were rising so fierce that the National Guard became associated by accompanying scholars to schools to guard them against troops that would lastly end up aggressive (Newz & Films, 2022). Situations got so depraved that the fight impacted black American and white learners, starting to refuse learning due to security anxiety and reduced scholars’ population (Manclark, 2019). The contrary of enlightening school value started as there was no sufficient time for schooling due to all events of those who were in contrast to school busing sustained to take action against the scholars.
White guardians and officials outlined their fight for school integration concerning busing, locality schools, and proprietors’ privileges. These refrains were intended not only to compete against Boston’s public rights protestors but to make it seem like white Bostonians were the victims of the unfair court ruling (Boston, 2018). This stylistic change permitted them to back white institutes and localities without openly discriminatory language. The Boston busing articles have been used to articulate a more gradation and complex story about public privileges and the continuing fight for educational fairness.
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