Describes the following four successful programs used in Connecticut to achieve integrated schools: (1) improvement of the Hartford Public Schools; (2) busing program from Hartford schools to suburban schools; (3) Bloomfield, CT, program for equal education; and (4) Windsor, CT, program of Black and White cooperation to halt White flight. (PS)

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…

Discusses a comprehensive approach to racial inclusion in education, highlighting the inclusion process undertaken at one South African university during the post-apartheid era and examining this experience for possible lessons to be learned by U.S. postsecondary institutions. Suggested strategies for racial inclusion must consider developing…

THIS PAPER OUTLINES RESPONSIBILITIES OF THE DIVISION OF INTERCULTURAL RELATIONS UNDER THE EDUCATION PRACTICES ACT OF 1948. THE ORIGINAL PURPOSE OF THE ACT WAS TO ELIMINATE DISCRIMINATORY COLLEGE ADMISSION POLICIES, BUT IT HAS SINCE BEEN WIDENED TO INCLUDE A RESPONSIBILITY FOR EQUAL EDUCATIONAL OPPORTUNITY AND RACIAL BALANCE AT ALL SCHOOL LEVELS.…

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)

The issue of school desegregation has become so explosive that some areas in the country have literally drawn "battle lines". Authors tried to define the exact nature of the problem of school desegregation through an examination of the economic, social and psychological reasons behind it. (Author/RK)

Excerpts from an address by the U.S. District Judge who presided in the Pasadena, Calif., School case, to the Association of California Integroup Relations Educators on May 20, 1970. (JM)

Research on educational choice suggests that students do better in schools that their families choose, that this is especially true for lower income and disadvantaged students, and that permitting choice does not adversely affect racial balance but may actually promote racially balanced schools. (Author/GC)

This report examines the desegregation of students, teachers, and administrators in the Fayette County (Kentucky) Public Schools for the 1986-87 school year. It is based on counts of students and professional personnel made in September 1986. Findings show that racial polarization is intensifying in the Fayette County schools. More blacks and…

School officials, civil rights advocates, and students and parents deserve praise for the success the Jefferson County (Kentucky) Public Schools integration program has had in placing almost all schools within the enrollment guidelines for the 1986-87 school year for the first time since school desegregation began. Recommendations made for…

This report on desegregation includes an article by Senator M. Morris Jackson concerning desegregation in Ohio, and several brief reports on desegregation trends in California, Illinois, New Jersey, Ohio, Oregon, and Washington. Senator Jackson's article discusses the findings of Ohio's Joint Select Committee on School Desegregation, a bipartisan…

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)

Describes the involvement of Brockton Public Schools with the Massachusetts Racial Imbalance Law and its gradual development of equal educational opportunity. Emphasizes community involvement in planning educational policies that lead from desegregation to full integration of diverse populations. (SA)

This report assesses the relative effectiveness of primarily voluntary and primarily mandatory desegregation plans in a sub-sample of 20 school districts, 9 of which are magnet-voluntary plans and 11 of which are magnet-mandatory plans. The major conclusions of this report are the following: (1) voluntary desegregation plans work; (2) dismantling…

This report, funded under Title III of ESEA, describes the Berkeley Unified School District's search for a permanent solution to the problem of maintaining racial heterogeneity along with educational quality. Of the alternatives available, the educational park concept was found to be most promising. Early sections of the report deal exclusively…