Examines the literature on academic achievement, self-esteem, identity development, and school integration. Indicates the need for investigation of the effects of busing minority children on their identity status. (FMW)

Considerable disagreement remains between white and black Americans as to what are permissible and effective policies for the desegregation of public education. Research findings exist to support almost every point of view, and desegregation strategies tend to reflect the social beliefs and educational assumptions of those in power. Efforts made…

This description of the accomplishments and shortcomings of one school desegregation plan provides insights into much broader dialogue on the role of race in America. St. Louis (Missouri) and its suburbs demographically resemble many midsized contemporary metropolitan areas in the United States. What makes St. Louis unique is an urban-suburban…

This study reviews the state-financed program of racial integration in metropolitan Milwaukee (Wisconsin) Public Schools. The integration program rested on the basic assumption that with enough time, state financial assistance, and new spending, racial integration would significantly improve academic achievement and close the gap between minority…

In this school desegregation case, plaintiffs sought declaratory and injunctive relief against acts of the defendants allegedly violative of the Equal Protection Clause of the Fourteenth Amendment to the U.S. Constitution. The complaint, filed on March 28, 1968, claimed that the defendants have acted to create and maintain unlawful racial…

Studies the relationship between academic achievement and inter-racial friendship development in Springfield (Massachusetts) elementary schools. Concludes that integration suffers because achievement plays an increasingly important role in friendship as a student moves through school. (FMW)

The public controversy surrounding recent government proposals for supporting private schools through tuition tax credits has prompted an interest in studying the impact of private schooling on racial segregation in education. This report examines the degree of black-white segregation in the Catholic schools in the Chicago and Cleveland…

This study sought to identify schools that efficiently teach economically disadvantaged black children and describe these schools as models for quality urban education in the United States. An effective school was defined as one in which at least 40 percent of the student population was black; gains were demonstrated in student achievement; and…

Qualitative and quantitative studies of a class of 208 urban eighth graders demonstrate that loose-knit peer groups encourage interracial integration, whereas cliques do not. Loose-knit voluntary peer groups created by the social dynamic of cafeteria table hopping provide an opportunity for meaningful cross-race interaction. (SLD)

This report presents results of the first year of a three-year study analyzing the effects of school desegregation/integration on black and white pupils enrolled in the public schools of Indianapolis, Indiana, and surrounding suburban school districts within Marion County. This longitudinal study will survey resident and non-resident students in…

It is hypocritical to oppose black immersion schools (BISs) as resegregationist. BISs are a solution to urban school problems proposed in areas where integration has failed. BISs are a reaction to that failure, not a cause of it. To succeed, BISs must address issues of social and economic justice. (SLD)

Dramatic changes in the size and racial composition of the nation's largest urban school districts are indicators of an increasingly multiracial and highly segregated society. Data were analyzed from the 1986-87 and 1984-85 Department of Education computer tapes containing the enrollments by race of 36,000 schools from 3,400 districts nationwide.…

Provides a brief history of the desegregation of two elementary schools in New Orleans (Louisiana) in 1960. Presents the recollections and observations of the mother of two of the White students who continued to attend school despite a boycott. (FMW)