The Superintendent of Worcester, Massachusetts, public schools (1) discusses the relationship between equity and excellence in education, and (2) encourages Massachusetts administrators to provide students and their parents with excellent programs and with choices among programs. (GC)

Discusses the issue of choice in education in the context of San Francisco's 15 alternative public elementary schools. These schools draw more committed students, parents, and teachers, and they create a sense of community often lacking in the public schools, yet they are less socioeconomically integrated. Calls for more exploration of the…

Describes the voluntary, interdistrict transfer plan implemented to accomplish desegregation in the public schools in the St. Louis, Missouri, metropolitan area. (GC)

There is much resistance to desegregation. People do not believe it is beneficial for the following reasons: (1) it is not clear how the movement of students will improve schools; (2) effective, well-defined desegregation plans are lacking; (3) the research evidence of benefits is thin; and (4) critical problems such as instructional management…

Personal views of the school desegregation plan in St. Louis are offered, based on experience working on the plan with the NAACP. The plan is failing for the following reasons: (1) the burden to desegregate is on the victims; (2) lack of white students in the city; and (3) inadequate transfer of teachers. (VM)

Parents from Buffalo, New York, talk about desegregation, magnet schools and parent choice over the past ten years. (GC)

Desegregation studies often neglect the impact of desegregation on children's social attitudes and experiences. The following factors can foster positive intergroup relations in desegregation situations: (1) equal status between minority and majority groups; (2) a cooperative atmosphere; and (3) support for positive relations from the authorities.…

Describes the use of sociograms and computer analysis of sociometric data in order to evaluate the progress of Springfield, Massachusetts, public schools toward racial integration. Also shows how these techniques can be used to encourage racial integration at the classroom level. (GC)

Research findings on the positive effects of desegregation are not accepted. No school of education connected to a university specializes in desegregation research. Desegregationists cannot wait for other groups or higher education to meet their research needs. Topics such as the effects of desegregation and economic inequalities should be…

Describes an oral history project in which students at an inner city school in Boston produced a book about the history of their school and its neighborhood, thereby recreating a sense of community in an institution that has undergone profound changes during recent years. (GC)

Summarizes articles on St. Louis desegregation plan in this special issue, referencing occupations and races of contributors. General conclusions drawn from these authors' analyses, and from other articles in the issue, include the following: (1) desegregation does not have an adverse effect; (2) state leadership is needed; (3) cooperation is…

Describes the mixed feelings of educators toward the central role of schools in desegregation and urges that school officials press other social institutions and government entities to help bear the responsibility for desegregation. Discusses pros and cons of quality isolated education versus student reassignment for racial balance. (RDN)

Examines recent literature focusing on the achievement of poverty students at inner city schools. Discusses the implications of findings in the areas of (1) student grouping and individualization for instructional purposes, (2) learning time for basic skills, (3) grading practices, (4) discipline, (5) grade structure, and (6) differences…

Ethnographic and survey research provide a comprehensive picture of experiences in racially mixed schools. Findings are presented and analyzed from desegregated schools, colleges, and places of employment. Major implications are that desegregation is best when started in early grades and, for blacks, school desegregation is significantly related…

Twenty years of desegregation are assessed as follows: (1) desegregation plans have been successful in many cities; (2) many schools without plans have become increasingly segregated; (3) states with the most desegregated schools are in the north; (4) segregation for Hispanics is increasing; and (5) desegregation must be a concern of national…