One criticism of Milwaukee's Parental Choice Program (MPCP) made by parents and policy makers focuses on the lack of information regarding student performance across participating schools. Schools participating in the MPCP are not required to either administer standardized exams or report their scores. The Public Policy Forum's annual census of…

On 15 April 2002, the Dayton Board of Education, the Ohio State Department of Education, and the NAACP reached an agreement ending busing for racial balance in the city schools. Participants agreed that the era for litigated desegregation was over because busing had failed to raise academic achievement of African American children and court…

This report analyzes and critiques the Chicago (Illinois) Board of Education's implementation of the administrative initiatives regarding the prevention of within-school segregation under a court-mandated desegregation plan. The board was required to ensure that students did not become resegregated after implementation of the desegregation plan.…

This monograph describes the magnet school program in Connecticut implemented in five urban areas to solve segregation problems. Each school developed its own emphasis; some use the student centered method developed by Bank Street College of New York City while others center their curriculum around the arts. The origin and emphasis of each magnet…

Adapted from address, Governor's Conference of Education (Boston, January 9, 1968).

The author, a nationally known civil rights leader, declares that while racial integration must be the ultimate objective in a multiracial society, current urban demographic realities preclude the possibility of large scale desegregation. School decentralization and community control are seen as necessary, forerunners and ultimate partners for…

This study originated in 1968, when desegregation was being carried out mainly on a one-way basis, by busing minority pupils to predominantly white schools. Two of the districts studied, Charlottesville, Virginia, and Providence, Rhode Island, were then groping their way toward racial balance, primarily because of local pressures, and both had…

The components of effective urban school desegregation are familiar to researchers. These are examined and explained. They include racial ratios, assignment policies, long term effects, school preparation, age to begin, faculty and staff desegregation, implementation, allocation of resources, and government policies. Social scientists can provide…

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)

This document describes viable options to enable the State of Connecticut to provide integrated and quality education, in response to a 1988 report that presented broad-based recommendations for overcoming racial inequalities in contiguous school districts. The initial report, dramatizing the increasing racial and economic isolation in the state's…

This brief digest reviews research findings on achieving racial integration in desegregated magnet schools. Studies show that resegregation tends to occur in most schools after desegregation as a result of tracking and ability grouping; furthermore, as the numbers of blacks rise in a school, the resegregation in classrooms tends to rise. A number…

Several problems regarding the desegregation process can be identified. First, the population shift of urban whites to surrounding suburbs has hindered urban school desegregation and metropolitan desegregation plans have proved politically unsuccessful. Second, the number of black administrators lags far behind the number of black students. In…

Funds provided by the Emergency School Aid Act Title VII Magnet Project in 1978-1979 were largely responsible for attainment by the Milwaukee Public Schools of voluntary desegregation through specialty schools designed to meet a variety of student needs and interests. The positive impact of magnet schools on system goals was confirmed by…

The continuing popularity of Buffalo's 12 year old magnet school program proves that the program is successful in the following: 1) providing equity for minority and majority - students; 2) attracting integrated student bodies; 3) offering innovative educational opportunities that meet student needs; and 4) providing parents and teachers a major…

The Educational Integration Initiatives Project (EIIP) was a multidisciplinary study designed to explore the complexities of the interaction of race and education. The EIIP also evaluated how the environment in which students are educated affects their educational performance and personal development. The study begins with a history of the…