Examines the impact of a one-way busing plan on White citizens' attitudes and orientation toward their neighborhood and the larger community. Special attention is given to variables related to perceived neighborhood decline and the erosion of community standards. (CMG)

School systems anticipating their first year of bussing should marshal their resources for service programs such as desegregation workshops and therapy groups for teachers. (Author/IRT)

In order to find out what black students are doing to survive on the predominantly white campus, questionnaires were mailed to a random sample of 140 colleges and universities; the individuals responding to the questionnaire ranged from undergraduate students to vice-presidents and provosts. (Author/JM)

This research sample finds the most desirable racial balance to be found in classrooms of 21-40 percent and 41-60 percent nonwhite pupil composition in the mixed white type of school. (Author/JN)

A compilation of regional reports forecasting the coming academic years: financial woes trouble the Midwest and Northeast; Atlanta still carries the controversy sparked by the Atlanta Compromise;'' Denver is trying to adjust its standing as the first Northern city with court ordered busing; and, Los Angeles combats vandalism. (Author/JM)

Summarizes and assesses the empirical findings from social science research in the areas of integrated and compensatory education, considers the role of the social scientist in policy-making in these areas, and concludes that this role should yield to a principle of voluntarism which would permit maximum citizen choice. (Author/JM)

Beginning with the Brown vs. Topeka'' case of 1954 and continuing to the Equal Educational Opportunity bill of 1972, the author traces a series of court cases, laws, pronouncements and research studies concerning educational opportunity and the implications of the busing concept for desegregation and integration. (Author/JM)

Argues both that there is no evidence to suggest that we abandon our long-time commitment to quality integrated education; and that we must oppose vigorously those national and local forces attempting to deprive local school districts of one important desegregation technique--transportation. (Author/JM)

Focuses on some of the political and educational relationships between desegregation and the maintenance of order in public education. (Author/JM)

Reviews the growth of desegregation, evaluates various techniques, and points out economic, social, and psychological constraints on desegregation. (DS)

Suggestions by a Southern educator for handling situations created by busing and resulting integration of secondary school students. (SP)

Text of a speech delivered by a journalist at the School Desegregation Seminar at Emory University, Atlanta, Ga., July 21, 1970. (RJ)

Suggests that a reestablishment of separate school systems is reoccurring in the deep south. (JF)