The objectives of the program were to assist 24 teams averaging five leaders per team to plan the strategy and procedures of desegregation in their school systems. This was accomplished by being briefed on the provisions of the Civil Rights Bill, by analyzing the problems incident to desegregation in their own school system, and by formulating…

Combined efforts of school staff, community leaders, parents and students have allowed Detroit's Desegregation Plan not only to be implemented peacefully, but also to become the springboard for systematically improving the quality of the Detroit public schools. (Author/WI)

Concludes that as integrated schooling has never really been tried on a large scale and desegregated schooling has failed miserably, integrated schooling as an operational concept deserves the attention of education planners. (Author/AM)

This article discusses three interrelated themes: racial segregation in schools and housing; economic discrimination in zoning and housing; and structural deficiencies in the regional planning process. (Author/AM)

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)

Presents findings of a comparative study of students bused to suburban schools as part of a desegregation program and students remaining in Hartford public schools. Reports no systematic differences in reading and mathematics achievement but suggests that this may indicate improvement of inner-city schools, not the project's failure. (KH)

Reports on teacher, principal, parent, and student reactions to a desegregation plan implemented in Buffalo, New York, which permits teachers to choose the magnet schools in which they desire to teach and parents to select their children's schools. (GC)

Describes how Prince George's County Public Schools developed one of the first voluntary desegregation programs in the country. The developmental stages of the program's beginning in 1985 were ahead of schedule; as a result, they have accelerated the program in 1986 and added new specialty schools. (MD)

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)

The effects of various techniques in reducing racial isolation in 52 large public school districts were assessed. At the elementary level the most effective strategy was a combination of rezoning with pairing and clustering of schools. At the secondary level the best strategy was rezoning. (Author/AM)

Reviews presidential and congressional support for school desegregation over the past decade and discusses four recent court cases. Holds that lack of federal support for school desegregation and the failure to retain busing as a remedy for segregated schools mean that educational inequalities will persist for minority students. (GC)

Despite the 1978 implementation of a new desegregation plan, analysts have found that Los Angeles schools are still segregated. This is the case because the master desegregation plan has a false definition of segregated schools, a protective covenant shielding the White schools, and a focus on their pretended desegregation. (Author/GC)

This note analyzes the problem of determining when federal district courts should relinquish jurisdiction over desegregating local school boards. Both the causal and attitudinal principles are examined. Available from the Business Manager, Southern California Law Reivew, Law Center, University of Southern California, University Park, Los Angeles,…