In 1963 and 1964, organizers in Boston held Freedom Stay-Outs--one-day school boycotts-- to protest the neglect of predominantly Black schools from the Boston School Committee, the governing body of the Boston Public Schools. Boycotting students attended Freedom Schools, where they learned about Black history and discussed issues facing Black…

Chicago's magnet schools were one of the nation's earliest experiments in choice-driven school desegregation, originating among civil rights advocates and academic education experts in the 1960s and appearing at specific sites in Chicago's urban landscape during the 1970s. The specific concerns that motivated the creation of magnet schools during…

While some state and local education agencies may raise concerns over shifting legal principles and political apprehension in pursuing strategies that integrate students across race, socioeconomic status, and other factors, the changing demographics warrant serious inquiry into integration opportunities. This paper surveys the landscape of K-12…

More than ever before, social science research identifies an array of academic and social benefits for students stemming from learning in integrated educational settings, which is even more beneficial for younger students. While some state and local education agencies may raise concerns over shifting legal principles and political apprehension in…

The November 13, 2009 Conference of the National Coalition on School Diversity brought together more than 300 people from across the nation. This included parents, teachers, school administrators, local and state elected leaders, long time civil rights advocates, community organizers, and government officials. Participants engaged in a…

Traces Virginia's reactions to the Brown decision--from evasion and resistance to containment to the present day strife over bussing. (DW)

Since school busing has not desegregated schools, a plan is presented allowing students to transfer with free transportation within a school district. If this plan is not adopted, the need is cited for federal legislation that prohibits compulsory busing from placing a burden on any race. (MD)

Discusses white society's reaction to the 1954 Brown decision and cites gradualism, delay, hate, fear, and distrust as the intervening problems in the creation of equal education in an integrated society. (Author/DW)

The effects of the Brown v. Board of Education of Topeka, Kansas decision of 1954 reached some 160 million people and had implications for about 40 percent of all school children in the United States. The impetus for social reform emanating from this decision extended beyond school children and the public school arena to the civil rights movement…

This booklet commemorates the twenty-fifth anniversary of the Supreme Court Brown v Board of Education of Topeka decision through a series of contemporary commentaries. The historical foundations of the decision as well as advances in civil rights and school desegregation since 1954 are discussed and new priorities for the advancement of civil…

Explores the lack of presidential activity in furthering the cause of racial integration during the Eisenhower administration. Eisenhower's lack of policy on civil rights issues and inattention to stemming racial conflict are documented and discussed. (GR)

According to the author, people who favor compulsory assignment of children to schools on the basis of race base their position on the assumptions that Americans will make no progress toward an integrated society except under compulsion, and that the proof of an integrated society is the even distribution of minorities throughout society. In this…

Presents a chronological history of school desegregation in Arkansas from 1955-1976, focusing in particular on the impact of decisions by the Eighth Circuit Court of Appeals. (JG)

Develops the role of politics and the need for political leadership in civil rights legislation and enforcement policies. (DW)

This report provides an overview of the struggle to desegregate schools in the United States. It describes the two phases of desegregation, focusing on court decisions that influenced desegregation and how these decisions changed the composition of the schools. It opens with the 1849 decision that asserted that desegregation was for the good of…