Illustrates the extent to which an insensitive administrative policy can disrupt the educational process and inhibit the development of viable learning situations with the case of an experimental social studies class observed during the first half of the school year 1969-70. (Author/JM)

A description of the process and outcomes of the integration of two high schools in St. Petersburg, Florida, by a reporter for the St. Petersburg Times, which granted permission to reprint his series of three articles. (JM)

A report of problems and progress of the desegregation plan being implemented in Harrisburg, Pennsylvania. (DM)

A reprint of material originally prepared as a staff memorandum for the Center for Urban Education, summarizing the results of a search of the literature on the bus transportation of students. (JM)

An account of the use of computers in the reassignment of students by racial composition and distance from school. (JM)

The civil rights accomplishments and precepts of Dr. King are reviewed and parallels are drawn to the present problems of public education. It is argued that a belief such as his, in people of good will, must be reawakened to force the schools to be passionate and compassionate institutions. (Author/CM)

Analyzes an affirmative action questionnaire sent to counselor education programs asking respondents to identify activities used to recruit, admit, and support members of four minority groups. Results indicate that in the absence of federal mandates, counselor education programs engage in a limited number of affirmative action activities. (Author)

Suggests that the most important aspect of successful school desegregation in Seattle was the quality of the political process. Identifies main participants and their organizations which comprise the public decision-making system. Discusses these in light of the political values which characterize Seattle's political culture. (Author/GC)

Among the issues discussed in this round table discussion are the following: bussing, the conflicts between labor and bussing, and the bussing crisis in Boston. (AM)

Asserts that "while national attention tends to be focused on the explosive examples of court-order school desegregation, hundreds of schools are quietly and successfully integrated. In addition, recent research in the State of Illinois points out that large numbers of public schools are integrated without special plans." (Author/JM)

This paper provides an overview of the legal standards for faculty integration and an analysis, based on case study research in four cities, of the issues that have arisen in the implementation of these standards by the Federal Office for Civil Rights. Part I reviews the major legal issues and puts them into a historical perspective. Part II…

The Emergency School Aid Act (ESAA) provides financial support to schools for desegregation efforts in Portland, Oregon. This project involves six elementary schools which plan and implement programs and activities to meet the needs of 3,394 students, 667 of whom are members of minorities. Under ESAA, each elementary school develops a program…

Comments on board action in the busing plans in Racine, Wisconsin; Louisville, Kentucky; and Stockton, California. (IRT)

This issue is said to raise many questions about the capacity of the federal courts to resolve major social problems. What happens in Boston is said to be important because it is a salvageable city in that it has not yet "tipped" with blacks making up only about 17 percent of city population and less than 40 percent public school…