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Direct linkNapier, Alyssa – History of Education Quarterly, 2023
In 1963 and 1964, organizers in Boston held Freedom Stay-Outs--one-day school boycotts-- to protest the neglect of predominantly Black schools from the Boston School Committee, the governing body of the Boston Public Schools. Boycotting students attended Freedom Schools, where they learned about Black history and discussed issues facing Black…
Descriptors: Public Schools, African American Students, African American Organizations, African American Culture
1962
THE MORRISTOWN SCHOOL DISTRICT HAD FOUR ELEMENTARY SCHOOLS, GRADES K-8, AND A SINGLE HIGH SCHOOL. THERE WERE NO JUNIOR HIGH SCHOOLS. ONE ELEMENTARY SCHOOL, LAFAYETTE, HAD 95 PERCENT NEGRO POPULATION, AND THE OTHER THREE HAD FEWER THAN 10 PERCENT NEGROES EACH. THE EDUCATION AT LAFAYETTE SCHOOL WAS GENERALLY ACCEPTED AS INFERIOR TO THE OTHER…
Descriptors: Community Involvement, Desegregation Methods, Northern Schools, Open Enrollment
Peer reviewedRentsch, George J. – Integrated Education, 1973
Reviews the attempt of the Rochester (New York) City Schools to establish a program of community involvement and information on three different occasions when specific integration proposals were being discussed. (Author/JM)
Descriptors: Community Involvement, Conflict, Desegregation Methods, Meetings
Bennett, David A. – 1978
The Milwaukee School System responded to a court finding of segregation by structuring a program of community involvement to help in the task of planning and implementing school desegregation. The city-wide planning group came to be called the Committee of 100. The central thesis of this paper is that the quality of community involvement is not…
Descriptors: Community Involvement, Desegregation Litigation, Desegregation Methods, Desegregation Plans
Peer reviewedClark, Karen – Clearing House, 1977
Because of the violence and vocal opposition to desegregation the Boston school system drew national attention in 1974-1975. This paper attempts to develop a model for effective school desegregation and to compare this model with the desegregation events in Boston. (Author/RK)
Descriptors: Boards of Education, Community Involvement, Community Leaders, Desegregation Methods
American School Board Journal, 1975
Comments on board action in the busing plans in Racine, Wisconsin; Louisville, Kentucky; and Stockton, California. (IRT)
Descriptors: Board of Education Role, Boards of Education, Busing, Community Involvement
Biffle, Richard L. – 1978
The only way that a program of school desegregation can be successfully implemented is with strong community participation. Boards of Education must develop policies to provide quality education in a culturally pluralistic society. Through community education, the school sytem can look at the total community in terms of its needs, wants, problems,…
Descriptors: Community Education, Community Involvement, Desegregation Methods, Elementary Secondary Education
Peer reviewedHarris, Ian M. – Integrated Education, 1978
This article analyzes the role of the Committee of 100, a vehicle created by the Milwaukee school board to provide active leadership from the community in the formulation and implementation of a desegregation plan. (Author/AM)
Descriptors: Citizens Councils, Community Involvement, Community Responsibility, Community Role
Peer reviewedTrombley, William – Integrated Education, 1977
It is noted that Dallas' success with the busing of some children for the purpose of integration is because only some students from some districts are bused for only a few years. (Author/AM)
Descriptors: Bus Transportation, Community Involvement, Desegregation Litigation, Desegregation Methods
Levine, Daniel U.; Estes, Nolan – Phi Delta Kappan, 1977
Describes the Dallas district's involvement in desegregation, magnet schools, and the involvement of parents and business in the schools. These efforts should be seen as part of a larger effort at reform and renewal throughout the district. (Author/IRT)
Descriptors: Career Education, Career Exploration, Community Involvement, Desegregation Methods
Peer reviewedOllie, Bert W., Jr. – Integrated Education, 1977
The Racine Unified School District in Wisconsin has worked to enhance the probability of positive outcomes for all students involved in the desegregation process through planning, community involvement, and school board responsibility. (Author/AM)
Descriptors: Board of Education Role, Community Involvement, Desegregation Effects, Desegregation Methods
Download full textUpton, James N.; Fonow, Mary Margaret – 1981
This report is based on a case study which examined the efforts of community organizations in Columbus, Ohio to strengthen citizen participation (through the use of networking strategies) in the implementation phase of school desegregation. The report describes interorganizational networks as a function of exchange relations. Specialization,…
Descriptors: Case Studies, Community Involvement, Community Organizations, Desegregation Methods
New York City Board of Education, Brooklyn, NY. – 1960
ABOUT 45 RECOMMENDATIONS IN SIX GENERAL AREAS OF CONCERN RESULTED FROM A REPORT BY THE COMMISSION ON INTEGRATION. THE IMPLEMENTATION OF THESE RECOMMENDATIONS FOCUSED ALMOST EXCLUSIVELY ON ELEMENTARY AND JUNIOR HIGH SCHOOLS. THE CHILDREN CONSIDERED IN THE INTEGRATION STUDY WERE NEGROES AND PUERTO RICANS, ALTHOUGH NO DISTINCTION IS MADE IN THE…
Descriptors: Advisory Committees, Community Involvement, Curriculum Development, Desegregation Methods
SCHERMER, GEORGE – 1961
ALTHOUGH DISCRIMINATION AND EXCLUSION ARE DOOMED ACCORDING TO TO THE LAW, THERE APPEARS TO BE CONSIDERABLE DISTINCTION IN MEN'S MINDS BETWEEN ABSENCE OF DISCRIMINATION ON THE ONE HAND AND AFFIRMATIVE MEASURES TO IMPLEMENT INTEGRATION ON THE OTHER. PHILADELPHIA HAS A GREAT DEAL OF DE FACTO SEGREGATION. AS THE POPULATION GROWS, NEGROES AND WHITES…
Descriptors: Community Involvement, Community Planning, De Facto Segregation, Desegregation Methods
HANNAH, JOHN A. – 1962
THE THREE SUBJECTS DISCUSSED AT THE CONFERENCE ON PUBLIC SCHOOL SEGREGATION-DESEGREGATION WERE THE EDUCATIONAL PROBLEMS OF SCHOOL SEGREGATION AND DESEGREGATION, FACTORS TO BE CONSIDERED IN PLANNING DESEGREGATION, AND PREPARATION FOR DESEGREGATION. THE SYNOPSIS SUMMARIZES THE DIVERGENT VIEWS EXPRESSED IN THE PANELS AND BY SPEAKERS AT THE CONFERENCE…
Descriptors: Black Students, Civil Rights, Community Attitudes, Community Involvement
