We evaluate the integrating and segregating effects of three distinct school choice programs in San Diego. We go beyond the traditional question of racial integration and examine the integration of students by test scores, parental education levels, and language status. In addition to measuring the net integrative effects of school choice, we also…

For nearly four decades, magnet schools have been an important element of American public school education. They have offered innovative programs not generally available in local schools and provided opportunities for students to learn in racially diverse environments. Magnet schools have been particularly important in districts that are trying to…

An evaluation report from a national conference on desegregation in higher education is presented. The conference was held in Raleigh, North Carolina, July 18-20, 1979, under the auspices of North Carolina Central University. Conference sponsors were the ERIC Clearinghouse on Higher Education, Educational Testing Service, the North Carolina…

The Austin Independent School District developed a proposal for Chapter 2-Discretionary funds to be used to offer enrichment and supplemental instruction at 12 schools experiencing significant losses of students resulting in low enrollment, racial balances with lower than expected Anglo percentages, and under-utilized building space. Eight schools…

A criterion-based assessment procedure was used to evaluate the success of court-ordered desegregation and educational programs in Detroit, Michigan. A monitoring commission was appointed to effect this assessment. This report begins by describing the commission and assessment procedures. The next portion of the report is devoted to materials…

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…

This is one part of an evaluation of the Los Angeles Unified School District's Predominantly Hispanic, Black, Asian, and other Non-Anglo (PHBAO) student integration programs. The evaluation is based on data collected from staff, students, and parents during 1982-83, at schools that are at least 70% non-Anglo. This volume contains three Sections,…

Funded by the Emergency School Aid Act (ESAA), a television series on high school desegregation, "As we see it," was developed by the Chicago, Illinois public television station, WTTW-TV. The series was intended to improve understanding of social issues relating to desegregation among racially and ethnically diverse groups, and was developed with…

The Magnet Schools Assistance Program (MSAP) was begun in 1984 to provide Federal support for magnet schools that are part of an approved voluntary or court-ordered desegregation plan. This report examines the impact of federally supported magnet schools on school desegregation, focusing specifically on schools supported through the MSAP in fiscal…

This report details the technical aspects of an evaluation of Magnet School programs in the Los Angeles Unified School District in 1982-83. It focuses on implementation during that year and on progress made toward reducing harms of racial isolation. A prologue considers the social, economic, and governmental context affecting the analysis and…

The Emergency School Aid Act (ESAA) provides financial assistance to nonprofit organizations (NPOs) to support school desegregation programs or reduce minority group isolation. In this volume the effectiveness of ESAA-NPOs and non-ESAA-funded groups is examined. The analysis, based on data from 131 community organizations in 40 school districts…

This study of the financial and political dialogue affecting programs introduced as part of desegregation efforts in the St. Louis (Missouri) schools is not as optimistic as some previous studies. The value of programs has been overstated, and showcase integrated schools have been promoted, while many schools remain segregated. (SLD)

This report details the technical aspects of a 1983 evaluation of Year-Round Schools (YRS) in the Los Angeles Unified School District. It is part of a combined effort to assess voluntary integration programs and is designed to inform the district's policy-makers on the progress the district has made in relieving the harms of racial isolation. A…

After outlining the goals, budget, and personnel of the research and evaluation branch of the Dallas Independent School District, the results of 150 program evaluations are summarized and interpreted. Most evaluations are based on achievement gains as measured by standardized achievement tests. Results are often analyzed by district, subdistrict,…

The findings in evaluation and testing activities of the Austin Independent School District (AISD) during the 1981-82 school year are summarized. The first section, "1982 at a Glance," discusses the evaluation findings as a whole. Final reports and abstracts of related reports on achievement test results are presented for the district…