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)

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)

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…

IN RESPONSE TO THE SUPREME COURT'S CALL FOR ACTION IN REGARD TO INTEGRATION, CERTAIN QUESTIONS WERE ANSWERED. THESE INCLUDED--(1) THE END OF LEGAL SEGREGATION IN THE SCHOOLS WAS NOT A SHARP BREAK WITH THE PAST, SINCE IT WAS AN OUTGROWTH OF THE TREND IN RACE RELATIONS DATING FROM THE END OF WORLD WAR II. (2) RACE RELATIONS WERE NOT UNIFORM…

De facto segregation in schools deprives children of certain minority groups of true equality of opportunity. Those people who propose doing nothing about integration are simply making excuses for avoiding change. The Educational Policies Commission of the National Education Association has set up five principles which may be used as guidelines in…

This booklet is a participant's handbook for playing the Valleybrook Elementary School-Lakemont High School Simulation Game. In this game, the participant tries to deal with simulated problems faced in desegregated schools. The participant either plays the role of Terry Patterson, a new fifth grade teacher in Valleybrook Elementary School, or that…

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…

This report provides an account of the desegregation process in several southern states. It contains detailed case studies of five southern school districts (Charlotte-Mecklenburg County, North Carolina; Williamsburg County, South Carolina; Clarke County, Georgia; Little Rock, Arkansas; and Hillsborough County, Florida) and shorter profiles of six…

A close examination of Memphis, Tennessee, public school desegregation since Brown vs. Board of Education demonstrates how successful many southern communities have been in circumventing the decision. By 1981 White flight to the suburbs and increased enrollment in private schools left a public school system 76 percent Black and 24 percent White.…

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)

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)

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)

Suggestions by a Southern educator for handling situations created by busing and resulting integration of secondary school students. (SP)