Identifies two major problems that impede school desegregation: (1) current strategies are not producing satisfactory results in either student assignment or in the promotion of Blacks to high administrative positions; and (2) many desegregated schools do not live up to the ideals of racial harmony and equal opportunity. Considers possible…

Suggests that desegregation should be seen as an ongoing process rather than a specific event. More attention should be given to shaping students' experiences in desegregated schools to foster positive intergroup relations. School staff must work to avoid resegregation and create a cooperative environment in which minority and majority members…

The purpose of this report is to examine what effect the increase in the number of schools obtaining unitary status has had on the racial balance of schools that were previously under court order. Specifically, the report examines whether levels of integration tend to erode as consent decrees are lifted. To that end, the Commission collected data…

Last year, 67,000 children in Jefferson County were bussed every day; this year, there was violent and angry opposition to the bussing of a few thousand additional children, the difference being that these children were to be bussed because of court-ordered desegregation of the merged Louisville and Jefferson County school systems. (Author/JM)

Notes that not all opposition to busing derives from socially, unhealthy, or immoral values and provides alternatives such as fear of sending children into high crime areas. Most Bostonians are said to hate forced busing because of the violence it is spawning. [Available from America, 106 West 56th Street, New York, New York 10019]. (Author/AM)

This paper presents a broad discussion of the historical, political, and philosophical aspects of school integration as embodied in the Brown decision of 1954. Segregated education is damaging to both whites and blacks. Thus, the Brown decision was beneficial for the majority group as well as for minorities. Historically, in fact, free public…

The six studies collected in this book analyze the day-to-day realities of life in desegregated classrooms. The sites reported on range from New York to Memphis, and from the industrial Northeast to the Midwest and Deep South. They also vary by organization (elementary, middle, and high school), by the black-white ratio among students and faculty,…

Reviews evidence from research and daily classroom experience that desegregation can be extraordinarily helpful to children of all races; there is no ground for believing that desegregation is designed to benefit black and Chicano but not white children. (JM)

Desegregation and integration are affected by many of the same forces that affect other major social changes, such as dramatic news events, authority in the form of law and policy, educational programs, and experience of the new situation. How these forces affect desegregation and integration has to do with peoples' attitudes and the effect of…

This report by the United States Commission on Civil Rights focuses on the desegregation of metropolitan schools. It begins by summarizing the research on the causes of racial isolation in metropolitan areas, and connects this research to issues raised in Milliken V. Bradley. In this case, the Supreme Court noted that legal decisions affecting…

Advocates that the structure of American society be changed to reward support for integration, noting that although interracial schooling has advanced to the point where Southern public education is far more desegregated than Northern public education, interracial housing has declined, making school integration in urban areas impossible without…

Eight papers examining different aspects of the effects of court decisions on education are contained in this book, the first of two volumes. The papers were solicited from scholars in the fields of law, political science, sociology, and education in conjunction with a 1979 conference held in Madison, Wisconsin. The conference was called to…

The purpose of this study was to examine the attitudes and opinions of certified school personnel in Pontiac, Michigan after the school district of that city had undergone approximately 9 months of court ordered desegregation. The survey instrument, a mail opinionnaire, used in this study was designed to gather attitude data concerning the…

The main purpose of this study is to present documented facts concerning the operation of school desegregation in communities which are engaged in the process. The purpose of the Commission on Civil Rights is to identify problems which recur in school districts undergoing desegregation, and to describe how they have been met. Specifically, the…

The evidence presented in this study of 113 school districts in the United States from 1964 or earlier to 1975-76 suggests that school desegregation has a disintegrative effect during implementation and an integrative effect in post-implementation years. (Author/AM)