This article concludes that the fight for equitable desegregation in Fort Wayne has just begun, the inner city black community continues to work for it, and the ultimate outcome is unpredictable. (Author/AM)

This article analyzes the role of the Committee of 100, a vehicle created by the Milwaukee school board to provide active leadership from the community in the formulation and implementation of a desegregation plan. (Author/AM)

Among the myths that are discussed are the effects of desegregation/integration on violence, finances, achievement, self confidence, quality education, neighborhood schools, and white flight. (Author/AM)

The primary objective of this study was to determine if a voluntary school desegregation approach is well received by the public and, if so, to see if this reception is accompanied by a significant amount of voluntary action. (Author/AM)

This study of seating patterns in a middle school shows that race is an extremely important grouping criterion even for children who have chosen to attend a desegregated school. Sex was found to be an even stronger grouping criterion. (Author/AM)

The purposes of this study were to assess the effects on academic achievement of (1) student busing status, (2) student ethnicity, and (3) the interaction between ethnicity and busing status. (Author/AM)

Discusses some assumptions commonly made about desegregation. Considers the use of selected social science research findings as a basis for far-reaching and significant legal decisions, the aspects of continuing Supreme Court decisions, and the future of desegregation. (Author/RK)

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)

Discusses her daughter's experiences as a minority white student in the District of Columbia public schools and relates them to national attitudes towards school integration and race relations, as well as to the differences in the conditions under which black and white children are raised. (JM)

Discusses the goals of desegregation, the impact of desegregation on pupils' educational outcomes, and ways in which counselors can foster high-quality education in integrated settings. (Author/ABB)

The winner of the Presidential Medal of Freedom for his contribution to the social sciences discusses the effects on young people of teacher expectations, black separatism, and desegregation in American schools. The major goal of education should be to broaden the perspective of young people. They cannot be truly educated and also be racist. (PS)

Soon after desegregation, teachers and administrators of an urban school may be unable to escape or effectively protest deteriorating conditions. Their response includes shifting blame in several ways, depending on one's position and power. Blame strategies do little to solve problems and may exacerbate them. (LHW)

Discusses the positive and negative consequences of school desegregation in Boston, and focuses particularly on the role of Judge Arthur Garrity. Asserts that, however much desegregation created racial imbalances by encouraging White flight, it has led to the establishment of a school system in which quality and equality can finally exist. (KH)

Describes the voluntary, interdistrict transfer plan implemented to accomplish desegregation in the public schools in the St. Louis, Missouri, metropolitan area. (GC)

Discusses several discriminatory practices which have emerged from efforts to integrate the schools, including the discharge of Negro teachers and administrators in newly desegregated school systems, the re-assignment of experienced Negro personnel to low positions following desegregation and unfair school disciplinary policies, and advocates the…