How do a school and a community interact? This question guided this dissertation examining one rural school and community. The purpose of this case study was to investigate the relationship between the rural Marceline R-V School District (a K-12 school system) and its community, Marceline, Missouri. The framework for this study included the…

Twenty years after the first turmoil of desegregation at Central High School in Little Rock, Arkansas, the school system is now thriving and providing quality education to all students. (MJB)

An outline of political, social, and historical conditions of Atlanta provides a context for viewing that city's school system today. An examination of trends in desegregation and in rising white enrollment seem to indicate that confidence in the public school system is rising. (MJB)

A detailed account is given of the school desegregation struggle in Boston, Massachusetts, from the mid-nineteenth century to the present. (MJB)

IT IS THE RESPONSIBILITY OF THE LOCAL GOVERNMENT TO PROVIDE EDUCATION WHICH ENABLES CHILDREN TO ADJUST NORMALLY TO AMERICAN DEMOCRACY. THIS CANNOT BE DONE IN A SCHOOL SYSTEM THAT IS RACIALLY IMBALANCED. THE MINNEAPOLIS HUMAN RELATIONS TASK FORCE FEELS THAT THE BOARD OF EDUCATION MUST NOT WAIT FOR A SOUND COMMUNITY BUT MUST TAKE POSITIVE STEPS TO…

In January 1974, a research team from Teachers College, Coloumbia University spent four days in Ewing Township, New Jersey studying and documenting the efforts made by the school district and community in bringing about a desegregated system. Ewing School District was one of four districts to be included in the Comparative Desegregation Project…

A team of researchers from Teachers College, Columbia University visited selected schools in the Minneapolis Public Schools system for the stated purpose of studying and documenting key processes within the school district and community which effectuated a desegregated system. The study team consisted of five members who conducted structured and…

In May 1974, a research team of four persons, representing Teachers College, Columbia University, went to Durham, North Carolina to study and document the processes the Durham City Schools engaged in during its transition from a segregated to a desegregated district. Durham was one of five school districts included in the comparative study of…

In May 1974, a five member study team from Teachers College, Columbia University spent four and one-half days in Birmingham, Alabama, for the purpose of (1) collecting information that describes the desegregation process as it evolved, (2) interviewing principals, administrators, teachers, students and community leaders relative to their…

On June 16, 1971, after a number of public hearings, the Board of Education of Bloomfield, Connecticut approved a plan for redistricting the Bloomfield elementary Schools, to take effect at the start of the 1971-72 school year. Several guidelines were recommended: (1) all voluntary busing will cease, (2) reassignments shall be made on the basis of…

During the 1972-73 academic year, a research team working out of Teachers College, Columbia University, conducted case studies in districts where comprehensive and effective desegregation processes had been implemented. Greenburgh Central No. Seven, Greenburgh, New York, was selected as a site which had provided evidence of practices and policies…

During the 1972-73 academic year, a research team working out of Teachers College, Columbia University conducted case studies in districts where comprehensive and effective desegregation processes had been implemented. The Goldsboro City School System, Goldsboro, North Carolina, was selected as a site which had provided evidence of practices and…

This book contains reports on ten school districts' responses to court ordered desegregation. The book begins with an historical background and a discussion of racial politics and community conflict. Following the introduction are the ten case studies, whose titles reveal the city and issues under examination: (1) "Boston, Massachusetts:…

This book is based on the personal accounts of individuals and families involved in different ways in the busing for school integration experience in Boston, Massachusetts. The individuals who speak are both black and white, and include administrators, parents, students, teachers and residents of the city and suburbs. Their stories reflect their…

This volume is a study of individual behavior manifested in the desegregation process of 31 Georgia school districts from 1965 to 1974. Major objectives of the study are to glean insight into the variables that determine whether school officials involved would comply with the law and to assess the impact of Federal desegregation guidelines. The…