Since Brown v Board of Education, the Federal courts have consistently supported and extended the position that legally compelled segregation of students by race is a denial of equal protection. Support from the Federal government's executive and legislative branches, however, has never been so consistent. (CMG)

Analysis of the school desegregation experience in Los Angeles, California, suggests that the voluntary methods chosen by the board of education have had very small impacts on the overall pattern of segregation. A mandatory metropolitan plan would be the best way to achieve stable, long-term desegregation in Los Angeles. (Author/MJL)

Considers the role of the federal government and the courts in school desegregation. Notes the resegregative effects of White flight to the suburbs resulting from desegregation efforts, and discusses the Reagan administration's apparent retreat from enforcement of desegregation orders, using Denver as an example. (PGD)

Houston (Texas) public schools have been declared officially desegregated. After trying many desegregation methods with varying degrees of success, the school district has used magnet schools in conjunction with majority-to-minority transfers as its primary desegregation tool. Attention has also focused on equal facilities, staff stability, and…

Examines several obstacles to the effective use of social science research in school desegregation controversies and discusses the needs of judges, administrators, and elected officials who must make decisions concerning desegregation plans. Available from Duke University Press, Box 6697 College Station, Durham, NC 27708. (Author/IRT)

Historical overview considers the role of transportation in education before 1954, when school busing was used to improve education by consolidating rural schools and centralize effort in urban schools, and after the 1954 Supreme Court decision that racially segregated schools were inherently unequal. Different attitudes toward forced busing are…

Looks at such current remedies as compensatory/remedial instructional programs, pairing and clustering of schools, and magnet schools. Discusses the relationship between the nature of the violation and the kind of remedy required. (IRT)

Whether public school education in the future will be segregated or integrated depends on whether there is a willingness by public officials to seek regional solutions rather than expedient and short-sighted devices such as decentralization. (Author)

Seattle's voluntary desegregation plans have included a voluntary racial transfer program, a plan to improve middle schools in the central area, and a magnet school program. Their ineffectiveness has led civil rights organizations to complain to the federal government. Community sentiment against court-ordered desegregation revolves around the…

Reviews eight research studies related to increasing integration through the use of natural supports in the workplace and offers guidelines for implementation. Examines limitations of current research, needs for future research, and the changing roles of supported employment services. Argues that natural supports are a promising method of…

Reviews the African American community's unsuccessful struggle to replace the District of Columbia Public School's desegregation policy of tracking with a program emphasizing educational excellence. Discusses the Hobson v. Hansen decision, which ended tracking but shifted attention to busing and racial balancing. (FMW)

Presents an overview of the original "Brown" decision and the complex body of case law that has evolved from it. Reviews the "compensatory education" alternative, which focuses upon improving education for minority students by means other than strict numerical integration, as well as the special problems found in districts with…

One of the designers of the "Controlled Choice" student-assignment plan of the Boston (Massachusetts) public schools presents his evaluation of options suggested to replace the plan. The three options under consideration do not accomplish the main goal of any student-assignment plan, that is, to improve education. (SLD)

Results covering a period of two years (including three academic years) fail to give any evidence that elementary school children who are bussed do any better academically than those who remain in inner-city schools. (Author/AM)

Argues that initial teachers' attitudes and sentiments toward bussing for the purpose of integration is a fruitful area for future research since these earliest directions might be assumed to be associated with a more realistic sentimental stand toward the issues involved. (Author/AM)