General (Statewide) school desegregation trends, as well as specific data from various Massachusetts school districts are presented in this report. The first section compares State support of desegregation efforts in Massachusetts with that of other northern States, outlines areas for which State funding is disbursed, and describes the relation…

Focuses on the application of a targeted and regulated voucher system to the problems of racial segregation. Suggests that under a regulated voucher system, minorities (Chapter 1 students, in particular) have a better chance of obtaining both the racial balance and the school characteristics they desire. (Author/GC)

This report examines the meaning and utility of several different desegregation-related measures relevant to Federal policy and technical assistance. Following the introduction, Section II discusses alternative measures of school segregation and desegregation. Major indices are compared, using a hypothetical school district for illustrative…

This analysis compares student test scores before and after school busing in New Castle County, Delaware, in an attempt to see if busing to achieve racial balance reduces the achievement gap between black and white students. School authorities pre-tested students with the California Achievement Test (CAT) in 1978-79, the first year of busing, and…

Addresses the issue of too few blacks in the nation's business schools and ultimately on business school faculties. It provides an analysis of the best business schools for blacks and points to the University of Michigan as the preeminent business school for blacks to consider. (GLR)

Research on educational choice suggests that students do better in schools that their families choose, that this is especially true for lower income and disadvantaged students, and that permitting choice does not adversely affect racial balance but may actually promote racially balanced schools. (Author/GC)

Discusses the background and implications of a court decision resulting in the resegregation of public schools in metropolitan Nashville-Davidson County, Tennessee, because of declining enrollment. Speculates whether the events indicate a trend back to the concept of neighborhood schools and an end to busing to achieve desegregation. (AOS)

Two reports describing Ohio's efforts in the last 15 years to desegregate the public schools and provide quality education for all are presented in this document. In the first report, Ohio's increasing involvement in desegregation is traced and practices that have effectively reduced racial isolation or eliminated segregation in Ohio's schools are…

This report on desegregation includes an article by Senator M. Morris Jackson concerning desegregation in Ohio, and several brief reports on desegregation trends in California, Illinois, New Jersey, Ohio, Oregon, and Washington. Senator Jackson's article discusses the findings of Ohio's Joint Select Committee on School Desegregation, a bipartisan…

This report summarizes the costs and outcomes of Seattle, Washington's 1977-78 desegregation programs; perspectives on desegregation programs of surveyed parents, teachers, and administrators; and recommendations based on this information. A major emphasis of the report is on the extent to which student transfer programs reduced racial imbalance…

This study shows where school segregation is concentrated and where schools remain highly integrated. It offers the first national comparison of segregation by community size and reveals that segregation remains high in big cities and serious in mid-size central cities. Many African-American and Latino students also attend segregated schools in…

This paper presents a set of new ideas which support the value of school desegregation in the United States. First, school desegregation efforts have been almost universally effective, no matter what implementation strategy was employed. Even busing, although widely criticized, has been effective. Second, desegregation efforts have usually…

Desegregation in elementary schools in Springfield, Massachusetts, must be rated a success. Implementation of the desegregation program, which became a reality in 1974, was successful because of the following factors: strong leadership from the superintendent; support of the mayor and the school committee (in spite of their opposition to mandatory…

In January 1982, the Maryland Advisory Committee to the United States Commission on Civil Rights conducted a forum in order to hear from community representatives, members of the Montgomery County School Board, and other local officials about the impact of school board decisions to close selected schools in the countywide school district. On the…

Although many school districts and classrooms have desegregated since the 1954 Brown decision, desegregation is neither complete nor uniform. Moreover, racial isolation is growing in some regions and cities, and new forms of separation are arising within desegregated schools. New desegregation strategies and policies are needed, but these will be…