In 1975 the City of Detroit Public Schools were ordered by the United States District Court to improve educational services in order to eliminate vestiges of past discrimination. To this end, the school system obtained Emergency School Aid Act and State monies to fund four educational components: reading and communication skills, inservice…

The accountability system developed by the Detroit Public Schools is designed to ensure that the letter and the spirit of the educational components of the system's desegregation plan are fully instituted in every school. For each component (bilingual/bicultural education, elementary and middle school reading, career and counseling guidance,…

The purposes of this paper are at least threefold: (1) to identify and explain mediation as a process constituting a deliberate set of sequential acts and nonacts as an appropriate means for peaceful, impartial crisis resoluation of inter racial violence between/among students in secondary public schools; (2) to present mediation as a viable…

The Buffalo Public Schools have developed magnet schools to aid desegregation plans and to provide for different student needs and learning styles. The Academic Challenge Center is designed to meet concerns about declining reading and math scores. The Buffalo Traditional School emphasizes traditional learning styles and puts a high priority on…

The manuals and other materials described in this document were created for an inservice training program to assist educators in one school district in Evanston, Illinois to develop some common understanding about crucial integration issues. The program and the manuals were the products of a broadly based community commitment to make desegregation…

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…

This paper constitutes the Chicago Urban League's criticism of "Access to Excellence," the voluntary school desegregation plan proposed by the Chicago Board of Education. It is held that the plan will probably do more harm than good toward the desegregation of Chicago Public Schools. The Urban League claims that "Access to…

Describes the implementation of an internal change team by the Buffalo, New York, public school district, including stages of growth, outcomes of interventions, difficulties encountered, and lessons that appear transferable to other school settings. Results indicate that, after three years, the effort is apparently having a positive effect.…

The purpose of this project has been to develop an information base about successful desegregation/integration strategies for use in developing a set of models and guidelines to aid schools in planning staff development activities. Part of the development of the data base included interviews with administrators, teachers, students, and parents,…

This report describes the activities undertaken by the City of Philadelphia School District during its voluntary desegregation preimplementation orientation and training year (1977-1978). School District activities are described in five areas: staff development, community involvement, dissemination, funding, and the movement of pupils. Appended to…

The Southern Education Foundation's Higher Education Program (HEP), its history, activities, and directions are described. The program was established within the foundation in 1974 to address the critical issues raised by the Adams vs. Richardson case, which mandated the dismantling of dual (racially discriminatory) systems of public higher…

This report summarizes the findings of a national study of how desegregated school districts use staff development to prepare for desegregation. Data were collected in a series of field visits to sixteen desegregated school districts varying in size, ethnic composition, and geographic location. Three aspects of staff development were studied: the…

In 1979 the United States District Court ordered the Detroit Public Schools to transfer its teachers in such a way that each school in the system would have a faculty comprised of not more than 60% of one race. In order to effect this balance, the district had to involuntarily transfer 472 teachers. This application for Emergency School Aid Act…

Describes the concept and development of "magnet" high schools in Dallas, Texas, as part of their compliance with the desegration court order and also to provide specialized and intensified career training. Each magnet school includes job-oriented instruction in an occupational cluster, planned with business and industry input. (MF)

Part of the desegration plan for the Detroit Public Schools included the construction under federal court order of five area vocational schools, the first to open in January 1980. Describes steps in program planning, initial lack of public support for vocational education, and growing community support for the concept. (MF)