The widespread assumption in the United States today is that traditional urban public schools are failing. Market-based solutions, particularly charter schools, are seen as the way to improve urban education. How then can we understand a large urban district where educational actors have furthered a locally popular alternative vision? This article…

How the Federal Government assesses desegregation plans and decides whether or not to extend financial aid to these plans. (JF)

At the request of the Senate Select Committee on Equal Educational Opportunity, the General Accounting Office (GAO) has reviewed the policies and procedures for the granting of Federal funds to school districts for desegregation. GAO selected grants made to 50 school districts for its review of approval procedures. In many cases, GAO believes that…

The Center for the Study of Intergroup Relations (University of California at Riverside) sponsored a conference on "Desegregation and Equal Educational Opportunity" in the Spring of 1970. At the conference, concerned school superintendents, school board members, researchers in the behavioral sciences, and government officials shared…

These reports of the National Center for Research and Information on Equal Educational Opportunity analyze four school districts differing demographically, geographically, and in terms of local history in order to gather information on the ongoing desegregation projects in these areas. Field trips were made to Hartford, Connecticut, Dade County,…

THIS ARTICLE LISTS GUIDELINES PREPARED BY A CONSULTANT TO THE OFFICE OF EDUCATION TO AID SCHOOL AUTHORITIES IN THE SOUTH TO COMPLY WITH TITLE VI OF THE 1964 CIVIL RIGHTS ACT. THE TITLE REQUIRES COMPLIANCE IN DESEGREGATING THE SCHOOLS AS A PRECONDITION FOR FEDERAL FINANCIAL ASSISTANCE. SCHOOL DISTRICTS MUST CHOOSE EITHER TO (1) SUBMIT THE…

The Emergency School Aid Act (ESAA) of 1972 authorizes grants or contracts to nonprofit organizations (NPOs) and local education agencies (LEAs) to support the LEAs' efforts to desegregate or to reduce minority group isolation or its effects. The NPO program is a small component of ESAA which provides financial assistance to community…

A third generation of school segregation has evolved, with the following problems: (1) renewed physical segregation; (2) limited teacher expectations for minority students; (3) culturally biased instructional methods; (4) persistence of sex stereotyping and bias; and (5) ability grouping that isolates students on the basis of race, national…

The contents of this report, which discusses the modifications, revisions, and new program developments which have occurred as a result of the administrative experience in implementing the first stage of the Emergency School Aid Program during fiscal year 1973, are organized into seven parts. Part 1, "Administrative Procedure," includes…

This document comprises three reports to Congress on activities and programs which are administered by the Office of Education for the Assistant Secretary for Education of the U. S. Department of Health, Education and Welfare. Periodic reports are required under section 714 of the Emergency School Aid Act (ESAA) of 1972 (Title VII of Public Law…

In general, civil rights staff in the Department of Health, Education and Welfare have agreed that Title IV, 1964 Civil Rights Act grants should support Title VI enforcement efforts by providing a carrot of Title IV money to complement the stick of Title VI enforcement. How best to utilize Title IV grants for this purpose, however, has been the…

This is the fifth periodic report to the President and to the Congress on "Federal Assistance to Desegregating School Districts" as required under section 714, Emergency School Aid Act (ESAA), Title VII of Public Law 92-318, as amended. Under the authority of ESAA, financial assistance was made available for the following purposes: to…

The Emergency School Assistance Program provides grants to school districts to defray the costs of meeting special problems arising from the desegregation of elementary and secondary schools. This report deals with the second of two phases of the review of this program, made at 28 of a sample of 50 participating school districts. The objective of…

This document contains case studies of school desegregation programs implemented in five school systems: Chapel Hill, North Carolina; Chattooga County, Georgia; Riverside, California; Rochester, New York; and Sherman, Texas. The case studies illustrate a variety of techniques and methods available for dealing with such recurring problems of school…

Eight years ago, official resistance to desegregation of the public schools in South Carolina was still firm. Due to the pressure applied by the Federal Courts and the Department of Health, Education, and Welfare (HEW) Office of Civil Rights, more desegregation began to occur gradually during the years after 1966. In January 1970, the Greenville…