Reviews the history and achievement of Dumbar High School, which was for a period of 85 years (1870-1955) an academically elite, all-black public high school in Washington, D.C., most of whose graduates went on to college; and explores the implications for educational planning of the impact of integration policies on it. (JM)

The extent to which blacks and whites interacted socially on school grounds and their attitudes toward each other were ascertained across time during the first semester of an integration program in three southern secondary schools. Several effects on both variables related to race, sex, and grade level are reported. (Author)

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)

Discusses legal and educational issues arising from the recent desegregation case, Bradley vs the School Board of the City of Richmond. The central theme of the analysis is that the Bradley decision expanded the white majority thesis -- the proposition that whites must be in the majority in all schools in order to achieve equality of educational…

Defines the concept of comprehensive high school, reviews the inadequac

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

Reports a survey of white neighbors of newly-arrived black families in a middle class suburb; survey was undertaken to find the relations between cosmopolitanism, socioeconomic status, tolerance toward black neighbors, and the extent of contact with blacks. (JM)

Focuses on the causes, present status, and educational effects of the displacement of Negro educators and administrators following school integration. (DM)

The effect of cooperative and individualistic learning experiences within which majority students worked with lower-achieving minority peers were compared. The results support the position that cooperative experiences result in liking regardless of the ethnic membership or achievement level of collaborators. (Author/PN)

Identifies two major problems that impede school desegregation: (1) current strategies are not producing satisfactory results in either student assignment or in the promotion of Blacks to high administrative positions; and (2) many desegregated schools do not live up to the ideals of racial harmony and equal opportunity. Considers possible…

Reviews school desegregation literature to assess how well existing research provides information on school desegregating effects. Identifies disparities in methods and other characteristics among different studies and explores areas for improvement in the methodology and theory of future work. (Author/MJL)