Argues that instead of busing schoolchildren to achieve desegregation, districts should seek ways of educating children effectively wherever they live, regardless of race. Offers suggestions for achieving this goal. (Author/WD)

Although Americans tend to deal emotionally with the issue of school desegregation, it is largely an issue comprised of certain facts. Historically, government has played an active role in creating segregation, but segregation has a capacity to damage Black students. Busing is a safe, cheap, and necessary solution to this problem. (KH)

A brief debate on the effectiveness of busing. (CM)

Court cases dealing with school desegregation have become increasingly complex over the years. The major portion of this paper highlights six of those cases, which provide a picture of the shifting positions of the federal judiciary on the subject. The purpose of the discussion is to allow school administrators to incorporate the current law into…

Reviews the influences that city and State politics have on school desegregation in Los Angeles. Asserts that the Los Angeles desegregation plan reflects the influence and power of the city's westside by providing an escape from its provisions of mandatory busing while meeting the school district's desegregation guidelines. (Author/GC)

School desegregation has added changes, uncertainty, and disruption to the factors already contributing to the public's declining confidence in public schools. Desegregation plans typically bring together two diverse communities--the white middle class and the minority poor--and often effect cataclysmic change. In this circumstance, the principal…

It has now become fashionable to base conservative social policy and political decisions on the reports of neoconservative social scientists. Thus, it is important to examine the political and historical context of the new Coleman report, which purports to have found evidence against busing for school desegregation. (Author/GC)

Presents a discussion in which conventional wisdom is challenged on the subject of school desegregation. Among the topics is whether school desegregation is dying or dead, whether the general public wants school desegregation, and whether desegregation has improved schools or is a failed policy. (GR)

Examines what Carr found when he investigated the accuracy of David Armor's predictions on the effects of continuing and discontinuing busing in Norfolk (Virginia). Argues against Carr's assertions that because Armor's predictions were in error, there is no White flight in response to busing. (JS)

Reviews recent court cases and federal policy decisions that may affect the degree to which newly consolidated school districts will be obliged to achieve racial balance. Explores some directions that the courts and the federal administration may take in the future regarding these issues. (PGD)

Since school busing has not desegregated schools, a plan is presented allowing students to transfer with free transportation within a school district. If this plan is not adopted, the need is cited for federal legislation that prohibits compulsory busing from placing a burden on any race. (MD)

Equates the fight for busing, equal education, and school integration with the general struggle against racism. Briefly discusses the history of busing and school desegregation in the Ocean Hill-Brownsville, New York public schools. (Author/GC)

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)

Makes a case for magnet schools, especially as part of desegregation efforts. Briefly describes magnet schools around the country and some of their problems. (JM)

Discusses numerous issues related to school desegregation and the Brown decision, including: (1) misconceived psychological arguments used to bolster the case for "Brown"; (2) student and community attitudes toward busing; (3) effects of busing; (4) regional differences in compliance with school desegregation; and (5) recent court…