Still Failing : The Continuing Paradox of School Desegregation

Still Failing: The Continuing Paradox of School Desegregation is a significantly updated and revised version of Caldas and Bankston’s previous book Forced to Fail: The Paradox of School Desegregation. The book includes an analysis of the most significant Supreme Court cases that have been decided in the ten years since the first edition of the book appeared. The authors consider the important implications of these recent rulings for the future of school desegregation in America’s schools. Social capital theory is used to explain why schools and communities continue to be segregated along racial and ethnic lines. Still Failing also provides the most recent U.S. census and Department of Education statistics documenting the continuing segregation of American schools and districts. The book also continues to track the persistent racial achievement gap, using the newest ACT, SAT, and NAEP testing figures. Finally, the book considers what present segregation trends portend for future efforts to racially and ethnically integrate schools, and close achievement gaps. Additional key features of this book include:

Historical antecedents showing how and why American schooling became racially segregatedSocial capital theory to explain school and community segregationThe legal history of all important supreme court cases, congressional laws and presidential executive orders related to school segregation and desegregationEasy-to-read and interpret graphs and figuresThe most up-to-date school population and census information

Stephen J. Caldas has published many articles and books on school desegregation. He also publishes in the area of bilingual education. He currently teaches quantitative research methodology and education policy at Manhattanville College in New York.


Carl L. Bankston III is an American sociologist and author. He is best known for his work on immigration to the United States, particularly on the adaptation of Vietnamese-American immigrants, and for his work on ethnicity, social capital, sociology of religion, and the sociology of eduction.