The 1967 project for staff desegregation through interracial team teaching, conducted in 16 schools in Chattanooga, Tenn., used three methods of inservice training: workshops for teachers and principals before the opening of school, planning and evaluation sessions during the school year, and on-the-job training in daily sessions with resource…

Describes the experiences of an organizational training workshop conducted for the staff of a reconstituted school, i.e. a school which had been reorganized in terms of personnel, grade patterns, instructional patterns, and student bodies as a result of the desegregation process. (Author/JM)

This is the fourth of five documents compiled to report on the problem of innovation and change in the context of projects supported by the National Center for the Improvement of Educational Systems (NCIES) and the first in a series of two documents that examine in detail the Career Opportunities Program (COP) and its effects on COP aides,…

A project-wide evaluation of the Houston, Texas magnet school program indicated that it successfully implemented four court-defined desegregation goals: (1) fewer schools which are 90% or more white or combined black and Mexican-American; (2) fewer students who attend such schools; (3) free transportation for magnet school students; and (4) an…

This is the last of five documents compiled to report on the problem of innovation and change in the context of projects supported by the National Center for the Improvement of Educational Systems (NCIES) and the second of two documents that examine in detail the Career Opportunities Program (COP) and its effects on COP aides, students, and the…

School integration was accomplished by three major procedures: (1) Faculties at all schools were integrated; (2) Two all-black high schools and two all-black middle schools were closed. Students were provided with free transportation to predominantly white schools; and (3) 27 elementary schools were combined into six clusters, each cluster…