This paper compares the quality of faculty at traditionally black institutions (TBIs) and traditionally white institutions (TWIs) in Louisiana and Mississippi since the Brown v. Board of Education decision. While TBIs have improved greatly, the gap between TBIs and TWIs is still large. Selected issues are discussed. (MT)

Desegregation does not appear to be a significant factor promoting learning. Rather, more individual attention to students in the schools and educational support and stimulation at home (irrespective of race or social status) can greatly boost student achievement. (Author/GC)

Examines White enrollment changes in 50 school districts after desegregation. Concludes that White flight seems to accelerate in the first year of implementation, but this is not necessarily true either for phased-in plans, or for districts which encompass larger metropolitan areas with high minority enrollments. (KH)

Presents the results of a questionnaire mailed to Black school superintendents. Discusses their responses on such issues as racial balance strategies, busing, the educational benefits of desegregation, and cultural identity of Black students. (GC)

Five teachers from four cities, Chicago, Hattiesburg, San Francisco, and Detroit, present their views of desegregation. (Editor/RK)

Concludes that integration is not a matter of interest exclusively to Negroes. The best of the country's leaders, black and white, have always understood it in a wider context--as a necessity for the nation at large. (Author)

While the goals of the integration of schools legally mandated by "Brown v. Board of Education" are very broad, here we focus more narrowly on how school racial composition affects scholastic achievement. Uncovering this effect is difficult, because racial mixing in the schools is not an accident but rather an outcome of both government…

Investigated whether official school data on the 45 general high schools of Chicago support public fears that the quality of urban high schools is related to their racial balance and that mixed high schools deteriorate as blacks, minorities, and the poor spill into them. (Author/JM)

Presents some findings from an analysis of contemporary literature which picked out indications of the progress that busing for racial integration has made toward improving the quality of public education. (Author/WM)

A rebuttal of a negative evaluation of busing programs published by David Armor, which focuses on the methodological shortcomings of an investigation of a voluntary busing program in metropolitan Boston called METCO done by Armor. (JM)

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)

Reports observations and conversations with teachers, parents, students and others involved in Boston's Metropolitan Council for Educational Opportunities (METCO) busing program. (DM)