Coleman's message has been misunderstood, it is argued, because the scholar has been engaging in a perilous exercise that is not uncommon among social scientists. He has been mixing rhetoric and research in many recent pronouncements, and few people know which is which. The scientist and advocate hats must be clearly labeled. (Author/JM)

States are more involved in desegregation cases. Ways to implement plans before getting to litigation are the following: (1) appropriate state funds for voluntary desegregation; (2) allow local school officials to develop their own plans; and (3) let these officials know it is in their interest to resolve segregation problems before court…

Analyzes the creation, structure, and function of the Cleveland Office on School Monitoring and Community Relations. Offers an assessment which includes suggestions about how other court-ordered monitoring bodies might be organized. (KH)

There are five primary areas in which mayors exert visible and invisible influence--appointments, decision-making, public statements, coordination of resources, and provision of basic services. (Author/IRT)

Summarizes the pattern of ghetto formation and expansion, and the concomitant white flight to the suburbs, and describes various plans which have proven effective in integrating neighborhoods. (SF)

An Assistant Professor of Social Science at Vorhees College, South Carolina discusses what it is like to be a serious Lutheran placed in an Episcopal College, the role of history instruction in statewide school integration, and the Southern Literary Renaissance. (Author/JM)

Scholars who agree on a list of conclusions from past integration studies disagree on three central issues: (1) the size of the positive educational impact of desegregation; (2) the psychological effects of desegregation; and, (3) what the proper governmental response to the existing evidence about busing should be. (JM)

The first of the two parts of this article analyzes the overall situation preceding the desegregation on January 23, 1973 of the school system of Prince Georges County, Maryland; the second part is an interview with Mrs. Greta Henry, the principal in a black school. (JM)

Carol Munn makes suggestions for integration based on experience in a large university's residence hall, which may provide some ideas from which a model, suitable to individual needs can be drawn. A comment by J.J. Pietrofesa and D.L. Shappell and a rejoinder by C. Munn follow. (Author/BY)

An account of the motivations and implementation of school integration in Shaker Heights, Ohio by the Superintendent of Schools. (JM)

Statement by the president of the National Committee Against Discrimination in Housing to the Select Committee on Educational Opportunity, United States Senate, August 25, 1970. (JM)

Describes how Chicago turned six of its elementary schools into language academies featuring voluntary integration, foreign languages as the core curriculum, and high academic standards. Examines achievement scores, parental attitudes toward the schools, methods of teaching foreign languages, and the students' ability to listen. (CT)

A statement, three commentaries, and a panel discussion address the legal implications of results of the Bakke case concerning racial preference in college admission. Implications in areas other than education are examined. Available from Wash. Univ. School of Law, St. Louis, MO 63130. (MSE)

Reviews some recent lower court cases concerned with unconstitutionally-segregated schools and the development of remedies that involve four issues: busing, White flight, magnet schools, and compensatory education. Available from Duke University Press, Box 6697 College Station, Durham, NC 27708. (Author/IRT)

After listing factors that research and desegregation experience indicate impede desegregation success, the authors present a model that recommends identifying new, effective, researched, and nationally demonstrated programs that would address these factors. (JM)