Wolters (history, Univ. of Delaware) here continues his conservative analysis of race in public schools (see The Burden of Brown). He begins with a summary of the arguments of Brown v. Board of Education, claiming that the decision was based on biased social science and weak claims on constitutionality. But, Wolters argues, the Brown decision established only desegregation, that is, the need for race-blind school enrollment; only later did the Supreme Court require active integration using racial criteria. Wolters traces education law and achievement through the early success of desegregation, subsequent resegregation, and court-ordered integration. Most of this work is Wolters's critique of integration, including its shaky legal precedent and lack of academic or social benefits; he's adept at citing case law to make his arguments. He is less convincing with social science research, as he generally cites secondary sources and fails to tease out the complexities of the overlap among race, class, and family background (although he admits that the intersection makes correlation and causality difficult to determine). Still, this is a strong history of education law regarding race and is recommended for larger academic and law libraries.
Erica L. Foley