Despite the 1978 implementation of a new desegregation plan, analysts have found that Los Angeles schools are still segregated. This is the case because the master desegregation plan has a false definition of segregated schools, a protective covenant shielding the White schools, and a focus on their pretended desegregation. (Author/GC)

Reviews four prominent books on the subject of busing Blacks and Whites. Describes the rationale behind school integration as being the promotion of educational equality and the provision of interracial contact. Questions whether society has accomplished its goals for equality and calls for more research on the subject of the history of school…

Discusses the positive and negative consequences of school desegregation in Boston, and focuses particularly on the role of Judge Arthur Garrity. Asserts that, however much desegregation created racial imbalances by encouraging White flight, it has led to the establishment of a school system in which quality and equality can finally exist. (KH)

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.…

When the Norfolk, VA, school board voted to end mandatory busing to achieve racial integration, questions on the following issues were raised: (1) civil rights; (2) the property-based school tax system; and (3) impact on educational quality. (LHW)

In 1954, in the "Brown vs. The Board of Education of Topeka" decision, the United States Supreme Court declared that "to separate [black children] from others of similar age and qualifications solely because of their race generates a feeling of inferiority as to their status in the community that may affect their hearts and minds in…

Discusses the background and implications of a court decision resulting in the resegregation of public schools in metropolitan Nashville-Davidson County, Tennessee, because of declining enrollment. Speculates whether the events indicate a trend back to the concept of neighborhood schools and an end to busing to achieve desegregation. (AOS)

Suggests several criteria for the short-term evaluation of school desegregation: (1) racial balancing; (2) equity; (3) educational improvements; and (4) citizen participation. Evaluates school desegregation in Milwaukee according to these criteria and judges it to have been a mixed success. (GC)

Analyzes the lessons learned in urban education planning and governance that came out of Boston's three consecutive desegregation plans. Discusses how the community has profited from these plans as well as the implications the plans have for educational governance in Boston's public school system. (GR)

Examines the intentions and results of school desegregation since Brown v Board of Education. Concludes that desegregation has had a greater impact on the White population than on the Black population, and that the self-concepts of both racial populations have benefitted. (FMW)

This article reviews the central issues during the remedy stage of school desegregation court cases and it presents the concept of net benefit analysis as an alternative to white flight studies and racial balance measures that have been used in the past. (LMO)