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…

This study chronicles the historical divisions of race and class between Detroit and its suburban neighbor as an explanation for current tensions in the communities and schools. This analysis poses implications for educational apartheid and stark disparities between urban and suburban boundaries and consequent discomfort among practitioners when…

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)

Data from a survey of Boston resldents support the solidarity theorists' argument that social cohesion increases protest. The Boston data, however, also support the breakdown theorists' hypothesis that discontented individuals are more likely to protest than others. Finally, the data undercut the breakdown theorists' hypothesis that…

The relative strength of racial and nonracial factors in motivating the public's opinion about busing has both theoretical and policy implications. If nonracial, especially self interest, factors are the strongest motives for opposition, then the success of busing, and of school desegregation in general, will depend upon the ability of the…

A look at how a series created by KLVK in Las Vegas, Nevada helped community residents to accept school integration. (AK)

Rochester, New York was praised as they voluntarily moved toward systemwide school integration--but failed in the attempt. (DM)

Charlotte, N.C. is in the midst of a third year of extensive busing, and the results are difficult to assess. (DM)

After a brief description of third force coalitions and their goals, this research attempts to determine what areas of consensus unite such groups and what issues or opinions can potentially divide them. A Q factor analysis is employed to establish a methodology for identifying language that has appeal to various opinion groups. Respondents in…

PAIRING OF SCHOOLS IN NEW YORK CITY ILLUSTRATES THAT CITY'S COMMITMENT TO THE IDEA OF ACTUAL INTEGRATION. THE PROGRAM BROADENS THE CONCEPT OF THE NEIGHBORHOOD SCHOOL INTO A COMMUNITY SCHOOL. THERE SEEM TO EXIST AT PRESENT IN PROGRAMS FOR DISADVANTAGED CHILDREN CERTAIN TENDENCIES WHICH HAVE ADVERSE CONSEQUENCES. FIRST IS THE STEREOTYPING OF ETHNIC…

THE ST. LOUIS CITIZENS ADVISORY COMMITTEE WAS GIVEN THE TASK OF INVESTIGATING WHETHER OR NOT THE BOARD OF EDUCATION OF THE ST. LOUIS PUBLIC SCHOOLS HAD BEEN ENGAGED IN ANY POLICIES, PROCEDURES, OR PRACTICES WHICH MIGHT CAUSE RESEGREGATION IN THE SCHOOLS. DURING THE INVESTIGATION, THE COMMITTEE KEPT IN MIND THE TRUISM THAT THE SCHOOL, AS A UNIT…

Profiles Jack Stewart, principal of one of two New Orleans schools chosen to begin "token" integration in 1960. He recalls and reflects upon community and faculty reactions to integration. (LHW)