We evaluate the integrating and segregating effects of three distinct school choice programs in San Diego. We go beyond the traditional question of racial integration and examine the integration of students by test scores, parental education levels, and language status. In addition to measuring the net integrative effects of school choice, we also…

THE MAJOR PROBLEM OF THIS PREPARATORY RESEARCH PROGRAM WAS TO ASCERTAIN THE FEASIBILITY OF MAKING A FULL-SCALE STUDY OF THE DYNAMICS OF SCHOOL INTEGRATION CONTROVERSIES IN NEW YORK CITY. METHODS INVOLVED INTERVIEWING AND OBSERVING LEADERS AT CITYWIDE AND NEIGHBORHOOD LEVELS, INCLUDING SCHOOL ADMINISTRATORS, SCHOOL BOARD MEMBERS, TEACHERS, PARENT…

Twenty documents discussing the beneficial effects of school desegregation, particularly on black children, and thirteen studies finding desegregation harmful are cited and their major findings and research methods described briefly in this document. Essentially an annotated bibliography, the report concludes by summarizing briefly the results of…

Discusses integration from the point of view of the black student on a predominantly white campus. (GB)

Critically examines James S. Coleman's stated views on public school desegregation and public policy, asserting that the use of empirical research on the effects of desegregation to form policy on the pursuance of integration overlooks the rights blacks have as citizens to integrated public facilities, including schools. (JM)

Because of changing concepts of equal and effective education and challenges to traditional assumptions of the desirability of integration and racial mixing, there is now much uncertainty as to the meaning of the Brown decision, especially in Northern cities. (EH)

This report is concerned with 3 major problems. The answers to these problems were obtained from the results of 2 surveys. A. The two most serious problems faced by the cross-over teachers (teachers teaching children who differ racially from themselves) in the sample, in rank order, were: discipline and classroom control; and unfamiliarity with…

Focuses on the issue of whether the implementation of school desegregation significantly increases the decline in percentage of resident white. Presents data from a study conducted in 86 Northern school districts from a 91-city study. Data were obtained from statistics published by the Department of Health, Education and Welfare beginning in 1967.…

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…

LITERATURE ON SEGREGATION AND INTEGRATION OF NEGROES AND WHITES IN THE UNITED STATES IS PRESENTED. THE LITERATURE SURVEYED IS CONFINED TO ARTICLES WHICH APPEARED IN PROFESSIONAL JOURNALS IN THE PERIOD JANUARY 1, 1951, TO JULY 1, 1956. SEGREGATION AND INTEGRATION IN VARIOUS INSTITUTIONAL AREAS INCLUDE INTERRACIAL ACTIVITIES IN SOUTHERN CHURCHES, IN…

Desegregation and integration are affected by many of the same forces that affect other major social changes, such as dramatic news events, authority in the form of law and policy, educational programs, and experience of the new situation. How these forces affect desegregation and integration has to do with peoples' attitudes and the effect of…

This report by the United States Commission on Civil Rights focuses on the desegregation of metropolitan schools. It begins by summarizing the research on the causes of racial isolation in metropolitan areas, and connects this research to issues raised in Milliken V. Bradley. In this case, the Supreme Court noted that legal decisions affecting…

Beginning with the Brown vs. Topeka'' case of 1954 and continuing to the Equal Educational Opportunity bill of 1972, the author traces a series of court cases, laws, pronouncements and research studies concerning educational opportunity and the implications of the busing concept for desegregation and integration. (Author/JM)

An analysis of 93 research studies involving 323 samples of students reassigned from segregated to desegregated schools by government action determined that differences in findings can be attributed to differences in methodology. Of the seven types of methodologies studied, randomized experiments all showed positive achievement effects. (Author/KC)

The results of a survey conducted on superintendents and principals from eleven southern states are presented in this paper. These educators were asked questions related to time of desegregation, conditions under which desegregation took place, and size of school district. Results indicate that the majority of school districts in the sample…