The Kansas City, Missouri School District (KCMSD) avoided federal oversight to comply with the desegregation ruling for nearly 30 years after "Brown v. Board of Education" by establishing a neighborhood concept for school attendance boundaries. "Jenkins v. Missouri" ended in 1995 with a U.S. Supreme Court decision to…

The desegregation of the Boston Public School System, initiated on June 21, 1974 by Federal District Court Judge W. Arthur Garrity's Order, ended a decade of politically-inspired resistance in what is for the most part a working-class city of ethnic neighborhoods: the reassignment of about half of the first to twelfth graders began on September…

THIS REPORT SUMMARIZES RESEARCH ON THE FACTORS INVOLVED IN THE DECISIONS OF LOCAL SCHOOL BOARDS IN EIGHT CITIES TO DESEGREGATE SCHOOL SYSTEMS, AND DISCUSSES THE RESPONSES OF THE COMMUNITIES TO SUCH DECISIONS. IN EACH OF THE CITIES, WHERE DECISIONS WERE MADE IN FAVOR OF SCHOOL DESEGREGATION, THE SCHOOL BOARDS EITHER PRESENTED THE ISSUE TO THE…

Charlotte-Mecklenburg, North Carolina, is a metropolitan school district which, in 1969, was ordered by a Federal judge to desegregate its more than 100 schools. Desegregation began in 1970 and continues today. Having found evidence that attitudes among whites toward both busing and desegregation had changed during these years, the author set out…

Described in this 1955 document is the initiation of school integration in the District of Columbia immediately following the 1954 Supreme Court school desegregation decision. The report presents information about the desegregation process in terms of pupil assignment and extent of interracial classes, teacher and administrator integration, parent…

In Boston a number of factors contributed to the prolonged community resistance to school desegregation and busing to achieve it. First, for ten years prior to 1974, Boston residents had been assured that their children had a right to attend neighborhood schools and that this right would never be abridged. Thus, the court order to utilize bus…

Although the Community Relations Service gets involved in all kinds of disputes arising from discriminatory acts, most of its time is spent responding to difficulties associated with the police, the prisons, employment, and education. Its largest single effort to help resolve school desegregation-related problems took place in a six-month period…

A study of the problems and decision making processes associated with the integration of New York City's public schools focuses on the reaction of the dominant white community to proposed integration policies. The research was funded by the U.S. Office of Education, Cooperative Research Program. The volume discusses the scope and method of this…

This study focuses on the reasons why one city, which seemingly was ready to be a leader in racial matters, became instead a center for resistance to school integration. When integration began, the reaction of extremists was so intense and prolonged that the city suffered a near catastrophe. The city's most serious problem was a lack of…

An interpretive overview of Georgia's response to the 1954 school desegregation decision is presented. The study, approached historically, concludes that massive resistance to desegregation crumbled in the state in large part due to forces within the state. It is argued that the public's commitment to public education was stronger than its support…

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…