We examine whether the legal decision to grant unitary status to the Charlotte-Mecklenburg school district, which led to the end of race-conscious student assignment policies, increased the probability that families with children enrolled in the district would move to neighborhoods with a greater proportion of student residents of the same race as…

Using Mississippi and North Carolina as cases, the author examines progress made toward the desegregation of enrollments in public colleges and universities. Enrollment trends are analyzed in the context of contemporary social, legal, and educational policy initiatives intended to desegregate dual systems of public higher education. Despite more…

To appropriately evaluate the effects of the national policy of desegregation on racial attitudes, data from a national probability sample of 9-, 13-, and 17-year-olds were analyzed. The analysis indicates that, for both Whites and Blacks, desegregation is related positively to racial tolerance. (Author/PN)

In the largest district initially placed under court-ordered faculty desegregation. The influences of teacher turnover, experience, and racial isolation on elementary school student achievement in predominantly minority schools were examined. Findings suggest that poorly planned desegregation policies can have undesirable consequences, especially…

Data were collected in 51 desegregated high schools, to determine what school practices improved racial attitudes and behaviors. Results indicated that programs involving cooperative interaction among students of different races were most likely to lead to positive race relations. (Author/MH)

Confirmatory maximum likelihood factor analysis techniques are applied to a path analysis model. Reanalysis disconfirms the original conclusion that acceptance by White peers beneficially affects the scholastic achievement of Black children. Achievement appears to exert causal influence on popularity, but popularity does not influence achievement.…