The only book-length study of the ways that postsecondary desegregation litigation and policy affected writing instruction and assessment in US colleges, Desegregation State provides a history of federal enforcement of higher education desegregation and its impact on writing programs from 1970 to 1988. Focusing on the University System of Georgia and two of its public colleges in Savannah, one a historically segregated white college and the other a historically Black college, Annie S. Mendenhall shows how desegregation enforcement promoted and shaped writing programs by presenting literacy remediation and testing as critical to desegregation efforts in southern and border states. Formerly segregated state university systems crafted desegregation plans that gave them more control over policies for admissions, remediation, and retention. These plans created literacy requirements—admissions and graduation tests, remedial classes, and even writing centers and writing across the curriculum programs—that reshaped the landscape of college writing instruction and denied the demands of Black students, civil rights activists, and historically Black colleges and universities for major changes to university systems. This history details the profound influence of desegregation—and resistance to desegregation—on the ways that writing is taught and assessed in colleges today. Desegregation State provides WPAs and writing teachers with a disciplinary history for understanding racism in writing assessment and writing programs. Mendenhall brings emerging scholarship on the racialization of institutions into the field, showing why writing studies must pay more attention to how writing programs have institutionalized racist literacy ideologies through arguments about student placement, individualized writing instruction, and writing assessment.

The American Educational History Journal is a peer?reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well?articulated argument that deals substantively with questions of educational history.

February issue includes Appendix entitled Directory of United States Government periodicals and subscription publications; September issue includes List of depository libraries; June and December issues include semiannual index

For at least two centuries, the South’s economy, politics, religion, race relations, fiction, music, foodways and more have figured prominently in nearly all facets of American life. In A New History of the American South, W. Fitzhugh Brundage joins a stellar group of accomplished historians in gracefully weaving a new narrative of southern history from its ancient past to the present. This groundbreaking work draws on both well-established and new currents in scholarship, among them global and Atlantic world history, histories of African diaspora, and environmental history. The volume also considers the experiences of all people of the South: Black, white, Indigenous, female, male, poor, and elite. Together, the essays compose a seamless, cogent, and engaging work that can be read cover to cover or sampled at leisure. Contributors are Peter A. Coclanis, Gregory P. Downs, Laura F. Edwards, Robbie Ethridge, Kari Frederickson, Paul Harvey, Kenneth R. Janken, Martha S. Jones, Blair L. M. Kelley, Kate Masur, Michael A. McDonnell, Scott Reynolds Nelson, James D. Rice, Natalie J. Ring, and Jon F. Sensbach.

The Code of Federal Regulations is the codification of the general and permanent rules published in the Federal Register by the executive departments and agencies of the Federal Government.