Much has been written about the Little Rock School Crisis of 1957, but very little has been devoted to the following year—the Lost Year, 1958–59—when Little Rock schools were closed to all students, both black and white. Finding the Lost Year is the first book to look at the unresolved elements of the school desegregation crisis and how it turned into a community crisis, when
policymakers thwarted desegregation and challenged the creation of a racially integrated community and when competing groups staked out agendas that set Arkansas’s capital on a path that has played out for the past fifty years.
In Little Rock in 1958, 3,665 students were locked out of a free public education. Teachers’ lives were disrupted, but students’ lives were even more confused. Some were able to attend schools outside the city, some left the state, some joined the military, some took correspondence courses, but fully 50 percent of the black students went without any schooling.
Drawing on personal interviews with over sixty former teachers and students, black and white, Gordy details the long-term consequences for students affected by events and circumstances over which they had little control.

Much has been written about the Little Rock School Crisis of 1957, but very little has been devoted to the following year—the Lost Year, 1958–59—when Little Rock schools were closed to all students, both black and white. Finding the Lost Year is the first book to look at the unresolved elements of the school desegregation crisis and how it turned into a community crisis, when
policymakers thwarted desegregation and challenged the creation of a racially integrated community and when competing groups staked out agendas that set Arkansas’s capital on a path that has played out for the past fifty years.
In Little Rock in 1958, 3,665 students were locked out of a free public education. Teachers’ lives were disrupted, but students’ lives were even more confused. Some were able to attend schools outside the city, some left the state, some joined the military, some took correspondence courses, but fully 50 percent of the black students went without any schooling.
Drawing on personal interviews with over sixty former teachers and students, black and white, Gordy details the long-term consequences for students affected by events and circumstances over which they had little control.