Updates the implementation of the court ordered metropolitan school desegregation plan in Wilmington, Delaware. Proposes that problems being experienced in the school district can be traced not only to pupil reassignment and busing issues but also to governmental and administrative difficulties tied to district reorganization. (Author/MK)

An account of the efforts to desegregate the school system in the city of Baltimore through August, 1974. (EH)

A description of the problems encountered by the Community Relations Service of the U.S. Department of Justice associated with the implementation of school desegregation plans as well as some suggestions for positively dealing with these issues. (EH)

Emphasizes that teachers are an intrinsic part of the desegregation process. For example, teachers play a primary role in determining whether or not quality education will exist in desegregated/integrated schools. (Author/AM)

To date, the magnet schools in St. Louis have satisfied the federal judge who has been supervising school desegregation. However, federal appeals court judges have indicated that they believe the plan falls short of meaningful integration. (Author/AM)

This report is based upon the responses to a survey of fifth through twelfth grade students. (AM)

This is an interview with Carl Candoli, School Superintendent of the Lansing, Michigan, School System, and one of the chief authors of the Cluster Plan for desegregation, which emphasized busing. (Author/AM)

Reviews the influences that city and State politics have on school desegregation in Los Angeles. Asserts that the Los Angeles desegregation plan reflects the influence and power of the city's westside by providing an escape from its provisions of mandatory busing while meeting the school district's desegregation guidelines. (Author/GC)

This article focuses on the city of St. Louis and Ferguson-Florissant Reorganized School Districts and studies their implementation of desegregation programs. (Author/AM)

This article is an account of the first year of implementation of Chapter 220 of the State statute, which provides financial aid to encourage the transfer of students between schools and school districts for racial and cultural integration. (Author/AM)

In general, the seven magnet high schools haven't worked as a way of keeping whites in Philadelphia's schools. Despite the millions spent on new magnet schools, nearly all of them are more segregated today than when they opened. (Author)

Among the suggestions made are the following: bussing students on a voluntary basis, integrating teachers as well as students through the voluntary transfer plan, and bussing of kindergarten children only to avoid uprooting students from their established classrooms. (Author/AM)

This condensation of a B.A. thesis presented to the faculty of the Woodrow Wilson School of Public and International Affairs, Princeton University, attempts to determine if demographic factors influence white resistance to unitary school integration, and what the role of white leadership is. (Author/JM)