Contents of this annual study of the status of desegregation in the Dade County Public Schools include: Introduction; Ten years of desegregation; status of desegregation, September 1969; Tables (Basic Data)--Distribution of racial and ethnic groups, pupils and school employees, Elementary school centers, Secondary school centers, and Special…

The focus of this study on school desegregation is on 43 cities in the following areas: Bibb and Chatham Counties (Ga.); Orange, Duval, Hillsborough, and Pinellas Counties (Fla.); Cado, Quachita, East Baton Rouge, and Orleans Parishes (La.); and, Richland County District Number 1, Florence County District Number 1, and Orangeburg County District…

This paper examines the major social science contributions to racial balance as a policy alternative to the unequal educational opportunity suffered by Afro-Americans. It is argued that, although the policy is considered by advocates and the courts to be a remedy for discrimination, it is in fact a continuation of white dominance, or racism. It is…

The widespread concern about the impact of school desegregation and the controversy over what its effect might be have resulted in a substantial body of research. This review focuses on the impact on students themselves, presenting some conclusions that have emerged and discussing some methodological problems inherent in the assessment of the…

The identification of talent, and the understanding of its development and origins in terms of biographical data were investigated. The three central objectives were: to construct separate empirical procedures for Anglos and Blacks to predict certain academic performance criteria; to construct an empirical scoring procedure that could predict…

This article focuses on the use of compulsory busing to achieve school integration. The effects of busing on Black self-concept, academic achievement, student teacher relationships, resegregation of Black students by tracking in integrated schools, and community attitudes are examined. (Author/MC)

Qualitative and quantitative studies of a class of 208 urban eighth graders demonstrate that loose-knit peer groups encourage interracial integration, whereas cliques do not. Loose-knit voluntary peer groups created by the social dynamic of cafeteria table hopping provide an opportunity for meaningful cross-race interaction. (SLD)

On December 8, 1971, the Dayton School Board adopted a series of resolutions committing itself to an integrated system in the Fall of 1972; it directed the superintendent to develop and implement plans for the racial and economic integration of pupils by September 1, 1972. This study is a direct result of the school board resolution. Among the…

Beginning with the thesis that integrated education is indispensable to achieving an integrated society, the author examines first whether these assumptions behind school desegregation are valid or not, and why: that students will perform better academically, and that more democratic human relations will ensue. He presents evidence to show that…

The issue of black college students and the impact of racism and their ethnic background on their academic success is explored. The black college student is seen as possessing a unique contextual self, borne of a heritage that values, to a very high degree, the family and other people that significantly impact the lives of those with whom they…

THIS PAPER REVIEWS RESEARCH ON PUBLIC SCHOOL DESEGREGATION AND SUGGESTS DIRECTIONS FOR FURTHER STUDIES. IT NOTES THAT RESEARCHERS SHOULD CONTINUE TO INVESTIGATE THE FACTORS WHICH AFFECT THE PACE OF DESEGREGATION, SUCH AS THE PRESSURES OF THE NEGRO COMMUNITY AND OF THE STATE AND OTHER AGENCIES. FOR EXAMPLE, THEY SHOULD STUDY THE SPECIFIC…

Among the guidelines offered for educational policy-relevant research on the effects of school integration on minority student academic achievement are: age at which to desegregate students; school racial composition; ethnic or racial groups to be bused; instruction for non-Black minorities; and the role of social class. (MH)

Actions of the Maryland Council for Higher Education (MCHE) with respect to desegregation of public higher education, information concerning funds and personnel appropriated for the implementation of Maryland's desegregation plan, selected comparative data, and desegregation status by institution are reported. Among the MCHE desegregation…

The fall of 1977 marked the midway point for implementation of the Maryland plan for completing desegregation of state postsecondary institutions. An assessment was made of the state's progress in enrolling black students. As a result, four areas were identified in which the state has achieved a degree of progress: (1) proportionally, the state…

Maryland postsecondary institutions were examined to determine duplication of academic programs and possible impacts on student desegregation. The Fall 1975 Higher Education General Information Survey (HEGIS) was used to categorize the academic programs offered by the public and private institutions. Undergraduate programs that are duplicated by…