School assignment in Boston and New York City came to national attention in the 1970s as courts across the country tried to integrate schools. Today, district-wide choice allows Boston and New York students to enroll far from home, perhaps enhancing integration. Urban school transportation is increasingly costly, however, and has unclear…

School assignment policies are a key lever to increase access to high performing schools and to promote racial and socioeconomic integration. For over 50 years, the Metropolitan Council for Educational Opportunity (METCO) has bussed students of color from Boston, Massachusetts to relatively wealthier and predominantly White suburbs. Using a…

School assignment in Boston and New York City came to national attention in the 1970s as courts across the country tried to integrate schools. Today, district-wide choice allows Boston and New York students to enroll far from home. Although 1970s desegregation efforts likely benefited minority students, urban school transportation is increasingly…

This is the policy brief for the discussion paper, "Still Worth the Trip? School Busing Effects in Boston and New York." While choice systems offer students in segregated neighborhoods access to schools that may be more integrated and of higher quality, does busing lead to improved academic performance as measured by higher test scores…

In the United States, students are assigned to public schools based on where they live. School districts have set boundaries and students living in the neighborhoods within those boundaries attend the district's schools. The district's boundaries are further delineated into attendance zones, in which particular homes and neighborhoods are assigned…

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 Houston Independent School District operated 78 magnet schools during 1983-84. Located on 70 campuses, the programs represented all grade levels and ranged from fine arts programs to extended instructional day programs and programs for the academically able student. During 1983-84, the magnet school plan accomplished its stated objectives (the…

This is one part of an evaluation of the Los Angeles Unified School District's Predominantly Hispanic, Black, Asian, and Other Non-Anglo (PHBAO) student integration programs. The analysis is based on data collected from staff, students, and parents during 1982-83 at schools that are at least 70% non-Anglo. This volume, in eight sections, discusses…

THIS BRIEF REVIEW OF PROJECT CONCERN, AN EDUCATIONAL EXPERIMENT IN WHICH INNER CITY MINORITY GROUP CHILDREN ARE BEING BUSED TO SUBURBAN MIDDLE CLASS SCHOOLS, SUMMARIZES THE PROJECT'S SUCCESSFUL FEATURES. CONTRARY TO POPULAR MISCONCEPTIONS, AN OVERWHELMING NUMBER OF RANDOMLY SELECTED MINORITY GROUP PARENTS AGREED TO PARTICIPATE IN THE TRANSFER…

This report presents the evaluation of a court approved desegregation plan for elementary schools in the school district of the City of Erie, Pennsylvania, starting with the school year in September 1975. The plan was that the district's elementary school would house grades K-5. Two elementary schools, Garfield and Longfellow, would close and…

THIS REPRINTED SERIES OF NEWSPAPER ARTICLES ABOUT PROJECT CONCERN, HARTFORD'S EXPERIMENTAL PROGRAM WHICH BUSES INNER CITY CHILDREN TO SUBURBAN SCHOOLS, IS COMPOSED PRIMARILY OF ANECDOTAL REPORTS FROM MOTHERS, CHILDREN, AND TEACHERS. THE INDIVIDUAL ARTICLES DEAL WITH THE CHILDREN'S REACTIONS TO THE BUSING AND TO THEIR NEW SCHOOLS, THEIR ADJUSTMENT,…

WHITE PLAINS'S SCHOOL RACIAL BALANCE PLAN, IMPLEMENTED IN 1964 IN A CITY DISTRICT OF 8700 PUPILS, 17 PERCENT OF WHOM ARE NEGRO, IS STATISTICALLY ANALYZED AND EVALUATED IN THIS REPORT. TO ASSESS CHILDREN'S ACADEMIC ACHIEVEMENT, STANDARDIZED TEST SCORES FROM WHITE FIFTH GRADE STUDENTS WHO WERE IN THE THIRD GRADE OF THE INTEGRATED RECEIVING SCHOOLS…

This report focuses on six issues having a direct impact on school desegregation in Ohio: (1) State authority to eliminate segregation; (2) desegregation programs within school districts; (3) desegregation plans between school districts; (4) citizen participation; (5) transportation; and (6) housing. The Committee's findings in each of these areas…

This is one part of an evaluation of the Los Angeles Unified School District's Predominantly Hispanic, Black, Asian, and Other Non-Anglo (PHBAO) student integration programs. The evaluation is based on data collected from staff, students, and parents during 1982-83 at schools that are at least 70% non-Anglo. This volume contains the last three of…