Article emphasizes greater utilization of the creative leadership of black teachers in multi-racial schools. (Editor/GB)

In response to federal inquiry, Ogden, Utah moved in 1970 to implement a desegregation plan entitled "A Voluntary Plan to Reduce Minority Group Isolation and Its Effects". Central to the plan was the consolidation of five elementary schools. Existing boundaries were redrawn to accommodate the former students of these five schools in…

The desegregation of the Minneapolis, Minnesota schools was initiated in 1972, although the process leading to desegregation actually began in 1967 when the board of education adopted its first human relations guidelines and announced a voluntary urban transfer program. In 1970 the state of Minnesota issued desegregation guidelines which set a 30%…

During 1968 the board of education of Kalamazoo, Michigan appointed a committee on desegregation and charged the group with developing a master plan with target dates for desegregating all levels of the public school system. The committee recommended a detailed three page program that was to lead to total desegregation of local schools by…

In 1969 Ossining had been singled out as 1 of 54 target segregated districts in New York by a state study group known as the Fleischmann Commission. The first steps to desegregate the Ossining elementary schools occurred shortly after the state board of education wrote the school department pointing out the racial imbalance in the elementary…

This report examines the desegregation activities of the Santa Barbara school district focusing on the elementary schools. In 1968 the superintendent requested an onsite review study of Santa Barbara's elementary and high school districts to determine ethnic and racial balance in student enrollments. It was found that 9 of the elementary school…

The Missouri Constitution of 1875 specified that school districts were to maintain dual school systems. This provision was renewed in the 1945 constitution and was not repealed until 1976. In December 1950 black parents brought suit challenging the constitutionality of the dual school system. On February of 1975 the school board adopted…

Desegregation efforts in Little Rock span 19 years. Extensive and involved efforts have been carried out by the courts, the school board, national interest groups, and the citizens of Little Rock to achieve the goal of a unitary public school system. Instead of a comprehensive approach to desegregation, a variety of conflicting plans were…

Up until 1954 all Tulsa schools were totally segregated by race. In the fall of 1955, school attendance zones in Tulsa were redrawn, utilizing the neighborhood school concept, but without regard to race, color, religion, or national origin. The new zones placed some black children in previously all white schools, and some white children in…

The Raleigh County public school system, through several phases implemented over a period of more than 12 years, has effectively desegregated its student bodies in all schools. The leadership on the part of each of the superintendents involved was the key to making the changes peaceful. Other school personnel and the board of education provided…

The impetus for public school desegregation in Portland came through the efforts of the local National Association for the Advancement of Colored People during the 1960's. The Portland Board of Education moved in 1963 to extablish a blue ribbon, independent committee on education and race. This citizen's committee recommended a series of…

Describing an inservice program designed to familiarize White teachers with Black student dialect, this article presents an inservice outline that includes the following: program purpose; objectives; program sequence (information phase, fact finding phase, data correlation and recording phase, and evaluation phase). (JC)

Describes the more interesting findings of a telephone survey of 304 persons in the Milwaukee area, using the 25-item Desegregation Attitude Test. The study demonstrated the persistence of racial prejudice and a higher resistence to desegregation among suburban and less educated respondents. (Author/PGD)

SOME OF THE FACTORS THAT HELPED ST. LOUIS' SCHOOLS TO INTEGRATE ARE PRESENTED. INCLUDED WERE ACTIVITIES OF KEY CIVIC AND RELIGIOUS ORGANIZATIONS AND SOCIAL AGENCIES, WHICH WORKED TO CHANGE THE PATTERN OF SEGREGATION. ANOTHER FACTOR WAS THE FINE QUALITY OF THE RELATIONS BETWEEN NEGROES AND WHITES ON THE SCHOOL'S PROFESSIONAL STAFF. THE SCHOOL…

This article focuses on the city of St. Louis and Ferguson-Florissant Reorganized School Districts and studies their implementation of desegregation programs. (Author/AM)