After court rulings forced the integration of public schools in the south, many parents transferred their children to parochial schools. Thus, many parochial schools throughout the nation have, intentionally or unintentionally, promoted racial isolation in the schools. (DM)

Concludes that integration is not a matter of interest exclusively to Negroes. The best of the country's leaders, black and white, have always understood it in a wider context--as a necessity for the nation at large. (Author)

That so much of the task of desegregation still lies ahead, coupled with the realization that desegregation has not fulfilled expectations, suggests it is time for a reconsideration of the assumptions influencing the present approaches. (Author/AM)

Discusses her daughter's experiences as a minority white student in the District of Columbia public schools and relates them to national attitudes towards school integration and race relations, as well as to the differences in the conditions under which black and white children are raised. (JM)

Scholars who agree on a list of conclusions from past integration studies disagree on three central issues: (1) the size of the positive educational impact of desegregation; (2) the psychological effects of desegregation; and, (3) what the proper governmental response to the existing evidence about busing should be. (JM)

The first of the two parts of this article analyzes the overall situation preceding the desegregation on January 23, 1973 of the school system of Prince Georges County, Maryland; the second part is an interview with Mrs. Greta Henry, the principal in a black school. (JM)