Examines some of the problems connected with "busing" and school integration, looks at the procedures used in carrying out desegregation, and suggests why some desegregation plans have been successful while some are not. (Author/RK)

A variety of reasons for why court-ordered desegregation and bussing did not trigger massive white flight from the Charlotte Mecklenburg school system are given. (Author/AM)

Reviews findings of recent studies of school segregation and tests the idea that school integration is a major cause of white flight from the nation's largest cities. The potential of busing and other techniques for integration is discussed. (Author/AM)

Suggests that given the fact that there is no way to prevent further expansion of the ghettos, spreading school and housing segregation are virtually inevitable in the absence of a powerful policy to alter the normal self-fulfilling prophecies of neighborhood transition. (Author/AM)

Sixty thousand students from the Los Angeles Unified School District are being bused. Parents are reacting to the legal order. In addition, increasing numbers of teacher strikes are occurring around the nation. The desegregation program taking place in Los Angeles, and the effects of teacher activism in other parts of the country, are described.…

This report provides figures for seven states of the cost of student transportation following desegregation. (Author/AM)

Discusses the busing controversy, the increasing demand for community control of schools, and the general discontent with the public school system through an analysis of school desegregation in Chicago. (Author)

During the school year 1970-71, the schools of Pasadena, California were desegregated by Federal court order. The effect of busing on the housing market is explored. (CB)

Busing is not effective in promoting school integration. The only way to achieve school integration is through equal funding to all schools. (Author/MC)

In this review of the effect of busing the methodology used is a content analysis of articles and documents from educational journals, the New York Times, and transcripts of Congressional Hearings. An analysis of these sources revealed that the bulk of the material is often confusing sometimes contradictory, and usually unsubstantiated. The…

This is an annotated bibliography which cites the most important works on the legal, political, social, and economic background of desegregation. It also lists those works specifically pertaining to efforts at school desegregation in the city of Boston. The citations dealing with Boston include material on the racial imbalance legislation,…

At these hearings, the following witnesses presented testimony: Dr. Thord M. Marshall, superintendent of education, Savannah, Georgia; Dr. Elbert D. Brooks, director, Metropolitan Public Schools, Nashville, Tenn.; Dr. Raymond Shelton, superintendent of schools, Hillsborough County, Tampa, Florida; Dr. John M. Franco, superintendent of schools,…

This report discusses a survey which explored the contradictory opinions of millions of Americans who support integration, but often resist one means to desegregation, busing. According to the report, two thirds of the people in this survey who say they support integration are also generally opposed to busing. The survey was designed to learn the…

In a report entitled "Must We Bus? Segregated Schools and National Policy," Gary Orfield has produced one of the most exhaustive and illuminating accounts of the nation's experience with busing and the policy issues to be faced. (Author/MC)