It is noted that Dallas' success with the busing of some children for the purpose of integration is because only some students from some districts are bused for only a few years. (Author/AM)

Scholars who agree on a list of conclusions from past integration studies disagree on three central issues: (1) the size of the positive educational impact of desegregation; (2) the psychological effects of desegregation; and, (3) what the proper governmental response to the existing evidence about busing should be. (JM)

The first of the two parts of this article analyzes the overall situation preceding the desegregation on January 23, 1973 of the school system of Prince Georges County, Maryland; the second part is an interview with Mrs. Greta Henry, the principal in a black school. (JM)

An account of the motivations and implementation of school integration in Shaker Heights, Ohio by the Superintendent of Schools. (JM)

Provides an overview of busing and the neighborhood school concept. Argues that educators must push those programs that show the most promise of creating integrated neighborhoods and attracting Whites back to the cities. (Author/IRT)

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)

Among the topics discussed in the testimony before a public hearing of the New York City Commission on Human Rights in May 1974 of a member of the United States House of Representatives are the status of amendments to educational legislation restricting the use of busing as an integration method and the concerns of the House Education and Labor…

Epidemic presented suggests that certain types of interracial contact are associated with the expression of tolerant racial attitudes while other contact situations produce no significant positive correlation with unprejudiced views. (Author/AM)

Argues that "quality education" is used these days as a polite way to discuss matters relating to school desegregation and other interracial matters; the concept is discussed as it relates to how much is learned, and the manner in which children are socialized to become citizens of the society. (Author/JM)

A compilation of regional reports forecasting the coming academic years: financial woes trouble the Midwest and Northeast; Atlanta still carries the controversy sparked by the Atlanta Compromise;'' Denver is trying to adjust its standing as the first Northern city with court ordered busing; and, Los Angeles combats vandalism. (Author/JM)

Summarizes and assesses the empirical findings from social science research in the areas of integrated and compensatory education, considers the role of the social scientist in policy-making in these areas, and concludes that this role should yield to a principle of voluntarism which would permit maximum citizen choice. (Author/JM)

Beginning with the Brown vs. Topeka'' case of 1954 and continuing to the Equal Educational Opportunity bill of 1972, the author traces a series of court cases, laws, pronouncements and research studies concerning educational opportunity and the implications of the busing concept for desegregation and integration. (Author/JM)

Reports the results of a national survey conducted for the Commission on Civil Rights, which found that the public does not know much about the school busing to which it is supposedly so vehemently opposed, and that that lack of knowledge affects where it stands on the issue. (Author/JM)

Argues both that there is no evidence to suggest that we abandon our long-time commitment to quality integrated education; and that we must oppose vigorously those national and local forces attempting to deprive local school districts of one important desegregation technique--transportation. (Author/JM)

Reviews the growth of desegregation, evaluates various techniques, and points out economic, social, and psychological constraints on desegregation. (DS)