Considers magnet school programs in eight cities and concludes that the integrative function of these schools is questionable. Proposes that the goal of improving educational opportunity through magnet schools effects only a small number of students. (Author/MK)

Reports on a study which attempted to assess teacher evaluation of distinctive attitudes, values, and motivational and behavioral patterns characteristic of disadvantaged inner-city students. (Author/MK)

Describes the characteristics of three magnet elementary schools which have successfully attracted nonminority students to locations in minority neighborhoods. (Author/MK)

Discusses the education of Melvin Smith, who attended Noyes Elementary School in the kindergarten grade; Larimer School, Dewey School, and Foster School in the elementary grades; Haven Junior High School; Evanston Township High School; and Fisk University. (JM)

Discusses a study designed to examine the effect of translating the Metropolitan Readiness Test (MRT) for Spanish speaking school entrants, to determine whether administering the MRT in Spanish makes a significant difference on the scores of Spanish-speaking students, and whether these differences obtain for students in bilingual and all-English…

Discusses a survey designed, it is stated, to determine the prevailing sentiment of the respondents with respect to career opportunities, and focussing on how career opportunities in the central city schools compared to career opportunities outside the central city: the survey population included 94 of the 138 black administrators. (Author/JM)

Describes the results of demonstrations of intergroup education techniques to teachers, school administrators and education people in Australia, focusing on the attitudes of whites toward aborigines and aboriginal education. (JM)

Some observers, aware that small black communities have long existed in northern cities, look to the nineteenth century to learn something of blacks and their initial encounters with public education; Chicago provides examples of both contrasts and continuities with the present. (Author/JM)

"Describes the organization and activities of the Kawaida Educational and Development Center (KEDC) in an attempt to learn why it failed and what can be learned from the failure of KEDC." The author worked at KEDC from 1970 to 1974. The school began by enrolling students at the kindergarten through sixth grade levels, and added…

This testimony, before a public hearing of the New York City Commission on Human Rights in May 1974, notes that what is faced in this country is the dismantling of a system of segregation and planned deprivation, both aspects of which were protected by the U.S. Supreme Court within a period of three years between "Plessy va Madison" 1896, and the…

A response by Professor John Walton of Johns Hopkins University, Former President of the Board of School Commissioners of Baltimore, to the article by Antero Pietila of the Baltimore Sun which was published in "Integrateducation" for November-December 1974. (Author/JM)

A reply by Antero Pietila of the Baltimore Sun to a response by Professor John Walton of Johns Hopkins University, former President of the Board of School Commissioners of Baltimore, to his article which was published in "Integrateducation" for November-December, 1974. (Author/JM)

Describes the curriculum encountered by immigrant children who entered New York City public schools in the early 1900s. Focuses on one community, East European Jews, and examines its role in shaping the public education its children were receiving. (KH)

Presents major portions of U.S. District Court Judge Fox's ruling in the Oliver case against the Kalamazoo School Board and the Michigan State Department of Education, among others; the former had voted on July 6, 1971 to abandon an integration plan adopted May 7, 1971. (JM)

The author is executive director of National Neighbors, a nationwide federation of interracial neighborhoods working to strengthen and encourage successful integrated communities, and to keep integrated schools integrated so that integrated neighborhoods can stay that way. (Author/JM)