Attempts to evaluate the effect of the Brown v the Board of Education by answering three questions: (1) What was the initial effect of the decision? (2) What are the present challenges to the Brown decision? (3) What influence will the decision have on the future of American schools? (Author/MK)

Notes that Houston's voluntary approach to desegregation, including the magnet schools, seems to be meeting with both judicial and public approval. (Author/AM)

This condensation of a B.A. thesis presented to the faculty of the Woodrow Wilson School of Public and International Affairs, Princeton University, attempts to determine if demographic factors influence white resistance to unitary school integration, and what the role of white leadership is. (Author/JM)

Analyzes the trials and tribulations of a key group in the Delaware desegregation process, set up by a governor's executive order to help prepare the seats for a peaceful transition to desegregated schools. (Author)

This article reports the preliminary findings of a study on changes in community opinion during the desegregation process. Responses to various questions regarding desegregation in the Charlotte-Mecklenberg school system in North Carolina by Black and White community members are summarized. (Author/EB)

Concludes that while the computer may conceivably assist in desegregation planning, it cannot substitute for carefully considered educational and social policy. Criticisms of the computer plan center on the impoverished educational and social policy behind it. (Author/AM)

The fourth year of federal court desegregation (1977-78) promised stability and continuity to the Boston public schools. Instead it brought confusion, frustration and anger, although there have been no serious disruptions inside the schools for the first time since desegregation began in 1974. (Author/AM)

A seminar designed to ease school integration tension reveals that teacher/student attitudes and concern can cause problems as well as solve them. The seminar also shows teachers that there is a difference between black and white culture. (Author/AM)

Notes that in the process of desegregation, the district has retained the neighborhood flavor of schools with expanded community, paired and clustered schools, and has used magnet type programs to encourage peripheral area white students to opt for programs in the central city. (Author/AM)

States that studies by Cataldo, Munford, Bosco and Robin, Mercer, and Koponen strongly support a view that massive white flight is an avoidable phenomenon, whereas Colmena, who failed to report any of these studies in his April 1975 paper, represents white flight as an inevitable consequence of mandatory desegregation in the largest cities…

This article concludes that the fight for equitable desegregation in Fort Wayne has just begun, the inner city black community continues to work for it, and the ultimate outcome is unpredictable. (Author/AM)

The Corpus Christi Independent School District is undergoing the third phase of its integration order. Officials, who once talked of appealing the remedies as soon as the final phase was ordered, will not do so. The death of the unpopular computer grid plan defused the major complaints. (Author/AM)

The Flint public school system, Michigan's second largest, has adopted an aggressive magnet school plan but the project has fallen short of ending segregation in the city's classrooms. (Author/AM)

Presents a partial transcript of a Congressional committee hearing at which Representative Bobbi Fiedler of California testified in favor of voluntary desegregation methods rather than mandatory busing in order to implement the goals of school desegregation and equal education in Los Angeles, California. (MJL)

In this article, Judge Battisti of Cleveland, Ohio, chides the school board for creating the erroneous impression that the court has committed itself to a particular desegregation plan. (Author/AM)