Based on a nationwide survey of urban school administrators, personal experiences of the author, and a review of relevant desegregation literature, this paper explores the role of administrators in the achievement of the objectives of busing for school desegregation. Findings cited from the survey include: (1) peak periods of conflict occur in the…

Desegregation of the Fort Wayne, Indiana, schools has been a focus of concern since the 1960s. However, although Fort Wayne has successfully desegregated its secondary schools within the past 10 years, progress to eliminate racial isolation at the elementary school level has been considerably slower. The present study reviews that progress over…

THIS REPORT OF A FIELD STUDY DESCRIBES THE CONFLICT WHICH RESULTED FROM SCHOOL DESEGREGATION EFFORTS IN 1956 IN MANSFIELD, TEXAS. THIS WAS THE FIRST SCHOOL SYSTEM IN THE STATE WHICH WAS ORDERED TO DESEGREGATE. THE REPORT IS IN TWO PARTS--(1) BACKGROUND INFORMATION ON THE COMMUNITY AND A CHRONOLOGY OF EVENTS, AND (2) PERSONAL IMPRESSIONS BY ONE OF…

Prior to desegregation in 1970 and 1971, there had been minimal effort directed toward the reduction of racial isolation in the schools of Williamsburg County, South Carolina. Black students first enrolled in all white schools in 1965 after the school system began operating on a freedom of choice basis. In 1970 the Department of Health, Education…

This book concentrates on the experiences, personal insights, and big events that made up the battle to desegregate the public schools in Boston, Massachusetts. It also gives the historical background of the struggle. In 1965, Massachusetts passed the first state law against de facto segregation, the Racial Imbalance Act. It was not enforced. On…

This dissertation investigated, under conditions of court-ordered desegregation accomplished by "forced" busing, the assumption that desegregation brings achievement gains for blacks but that it has no negative effects on white achievement. Reading and arithmetic achievement of a sample of 429 upper elementary students (both black and…

This document presents a plan for the further desegregaion of the University System of Georgia. Part A, a description of the plan, covers the University System of Georgia governance; organizational responsibilities for development and implemention of the plan; structure and role of university system institutions; desegregation of the University…

This report reviews the first year of integration, under the implementation of the Six-District Plan, of the elementary schools in Springfield, Massachusetts. Through this plan the school department changed the racial composition in five previously imbalanced elementary schools and integrated the elementary school system. Redistricting, the…

In Cleveland, the reassignment of faculty and staff for the initial stages of school integration went smoothly. The desegregation of students however, is far more complicated and major plans are probably a year away. (Author/AM)

In this article, Judge Battisti of Cleveland, Ohio, chides the school board for creating the erroneous impression that the court has committed itself to a particular desegregation plan. (Author/AM)

Notes that the schools where desegregation went most smoothly were those where the administrators supported the idea. Desegregation seemed more of a problem in schools where the administration did not like the idea. (Author/AM)

The state of Missouri opposed the desegregation plan in St. Louis but the court approved it. Three components of the plan are the following: (1) voluntary interdistrict transfers; (2) magnet schools; and (3) improvement of the quality of education and major capital improvements. Implementation and achievements are described. (VM)

When the Norfolk, VA, school board voted to end mandatory busing to achieve racial integration, questions on the following issues were raised: (1) civil rights; (2) the property-based school tax system; and (3) impact on educational quality. (LHW)

Describes desegregation plans that have successfully provided for students on a regional, "central city" basis. Discusses basic components and key reasons for their success, such as mixing Black and White students of different socioeconomic backgrounds. Focuses on questions of educational quality and the relevance of these plans for…

Argues that metropolitan school desegregation plans may reinforce problems associated with segregation and may worsen the situation of low-income Blacks. Describes an urban-suburban exchange plan and argues that it provides only the semblance of justice. Asserts that what poor Black students need most is neighborhood schools, effective teachers,…