Fifty years after "Brown v. Board of Education" (1954) (Brown I), American schools remain racially separate and radically unequal in both per pupil expenditures and student performance. Although "de jure" school segregation is still illegal, "de facto" racial segregation is increasing. In order to understand why…

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…

THE DESEGREGATION AND EVENTUAL TRUE INTEGRATION OF A RACIALLY MIXED SCHOOL DISTRICT IN WESTCHESTER COUNTY, N.Y., WERE TRACED. IN 1951, FOUR PLANS WERE SUBMITTED TO THE BOARD OF EDUCATION, EACH DESIGNED TO ALLEVIATE OVERCROWDING AND PROVIDE FOR DESEGREGATION. THE PLAN ADOPTED WAS THE PRINCETON PLAN, UNDER WHICH EVERY CHILD IN THE DISTRICT WOULD…

THE RELATIVE INFLUENCE OF DESEGREGATION AT THE SCHOOL AND THE CLASSROOM LEVEL WAS EXAMINED BY MEANS OF U. S. OFFICE OF EDUCATION DATA FROM THE 1965 EDUCATIONAL OPPORTUNITIES SURVEY. USING THE 5,075 NINTH GRADE NEGRO STUDENTS FROM A SAMPLE OF SCHOOLS SELECTED IN THE METROPOLITAN AREAS OF NEW ENGLAND AND MIDDLE ATLANTIC STATES, WHO HAD ATTENDED…

THIS CONFERENCE PAPER DISCUSSES DE FACTO SCHOOL DESEGREGATION IN NEW YORK CITY AND THE BOARD OF EDUCATION'S OPEN ENROLLMENT PLAN AND OTHER EFFORTS TO BRING ABOUT SCHOOL INTEGRATION. IN THE COURSE OF THIS DISCUSSION THE PARTICIPATION OF THE NEW YORK CITY COMMISSION ON HUMAN RIGHTS IN THESE EFFORTS IS EXPLAINED. (EF)

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…

Developed during a 1968 summer institute for assisting educators of Evanston, Illinois School District 65 to develop some common understandings about crucial integration issues, this set of instructional materials on "Who's the Goat" forms one of a series of teacher "Unipacs." The specific purpose of this Unipac is to help…

Discusses some of the deleterious results that school desegregation has had for Black children. (Author/AM)

The "freedom of choice" strategy is discussed as an alternative to the cultural deficit orientation that underlies current school desegregation strategies, since the latter are failing to make any educational difference for Black children. (Author/AM)

The following questions are discussed: (1) What is the impact of central city desegregation on the totality of metropolitan segregation?, (2) What is happening to metropolitan areas?, (3) What is the future of central cities?, and (4) What is the role of the schools? (Author/AM)

Interdistrict cooperation could do much to alleviate the inequality that now characterizes much of American education. To move toward greater metropolitanism in education, it will be necessary to develop programs that will reduce fragmentation within and among the major social systems of the metropolitan area. (Author)

For the hundreds of thousands of minority children contained in the urban schools of the nation by de jure policies and practices, the promise of Brown vs. the Board of Education will prove empty and illusory, unless the problems of metropolitan-wide, interdistrict desegregation are met. (Author/AM)

A court of appeals rejects Dallas' desegregation plan. Some educators jeer the result, but others cheer the decision. (Editor)

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

This article is an account of the first year of implementation of Chapter 220 of the State statute, which provides financial aid to encourage the transfer of students between schools and school districts for racial and cultural integration. (Author/AM)