At the outset of this report on group day care, two questions of primary concern are posed: How does a community get group day care? Ane once it is obtained, how can the community regulate its quality? With these questions as general guidelines, the report examines most aspects of every possible kind of group day care project ranging from local…

In order to study the impact of integration on the racial balance of Mississippi school districts, questionnaires were mailed to 147 District School Superintendents resulting in a 95 percent response rate. School enrollments by race for 1970 were furnished for 90 percent of the districts by the Department of Health, Education, and Welfare along…

In order to determine the quality and extent of school desegregation in the South, the authors of this report examined numerous desegregation plans accepted by the Federal government; monitors were sent to over 400 desegregating school districts. The investigators found that: (1) the government's figures on desegregated systems are misleading…

This report begins with a general appraisal of school desegregation in the Southern region and concludes with a discussion by four black high school students who explain in specific terms what their first year of desegregated schooling has meant to them. Interposed are four community studies and an assessment of the continuing segregated academy…

This is the report of a project executed to assist in developing research policies on urban education. Data was gathered from several large cities, but detailed reports are included from Cleveland, Boston, Philadelphia, Washington, D.C., Los Angeles, and Oakland. Trends in urban education with respect to decentralization and community control are…

These reports on school integration in Pasadena (California), Tampa-Hillsborough (Florida), Charlotte-Mecklenburg and Winston-Salem/Forsyth (North Carolina), and Pontiac (Michigan) are based on interviews and material gathered by Commission on Civil Rights staff members from January 10, 1972, through March 29, 1972. In each school district staff…

The Mataco Indians are members of the Mataco-Mataguayo family which included several different groups that to some extent were related culturally speaking. According to the National Indigenous Census, there are 21,800 Mataco in Argentina today. The six Mataco settlements, situated in the land belt which extends from Pozo del Mortero to Laguna Yema…

Reverse discrimination is an effect of affirmative action that cannot be overlooked: it is discriminatory and it has victims. If laws may be used to discriminate against Whites, they may once again be used to discriminate against Blacks if we do not retain our respect for equal rights. (Author/KH)

Describes the mixed feelings of educators toward the central role of schools in desegregation and urges that school officials press other social institutions and government entities to help bear the responsibility for desegregation. Discusses pros and cons of quality isolated education versus student reassignment for racial balance. (RDN)

Examines recent literature focusing on the achievement of poverty students at inner city schools. Discusses the implications of findings in the areas of (1) student grouping and individualization for instructional purposes, (2) learning time for basic skills, (3) grading practices, (4) discipline, (5) grade structure, and (6) differences…

Primary effects of school desegregation are most noticeable at the interpersonal level, particularly in the relationship between Black children and their White teachers. Secondary effects are pronounced at the institutional and community levels to the extent desegregation has disrupted the Black community's sociocultural institutions and altered…

Suggests several criteria for the short-term evaluation of school desegregation: (1) racial balancing; (2) equity; (3) educational improvements; and (4) citizen participation. Evaluates school desegregation in Milwaukee according to these criteria and judges it to have been a mixed success. (GC)

Initially driven by school consolidation and later augmented by the mandate to desegregate, school busing systems have grown monumentally all over the United States. Busing policy choices have been made and expanded without regard to the impact on the central enterprise of schools, which is student learning. Anecdotes from Montana, the Navajo…

A theoretical model is presented with a review of supportive literature to establish the conditions under which desegregation and mainstreaming will result in constructive or destructive outcomes. Meta-analysis procedures examine all the available research relevant to the model, and point toward practical intergroup procedures based on the…

Holds that Blacks and Whites have conflicting perceptions regarding the educational goals of school desegregation. Says that Whites should be recruited by predominantly Black educational institutions, asserting that minority status would permit Whites to liberate themselves from their self-oppressive ideology of racial superiority. (Author/GC)