Abstract
Integration of public schools has been thought of as a primary means to achieve racial equality, yet the Supreme Court has made it more difficult to use race to achieve integration. The Court is wrong to do so, but scholars who place too much faith in integration are also mistaken. While integration of schools is one viable means to achieve equality of educational opportunity, it also often involves serious costs for African Americans. At the same time, predominantly black schools offer benefits that are too often ignored. Any approach to racial justice in schooling must keep these costs and benefits in mind, and a flexible and pragmatic approach is better than one that relies heavily on integration.
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