This paper is based on a review of research and other commentary about educational policies in desegrated schools. It identifies four general conditions likely to affect educational quality and suggests 12 policies and practices concerning school and classroom organization, human relations activities, and school staff. (PP)

Explores the legacies of desegregation in cities that have a predominantly black municipal leadership. Focuses on policies in the District of Columbia and discovers a pattern relevant to similar cities. That pattern includes a tendency to isolate education issues from other municipal concerns and a reluctance to involve the courts. (MJP)

Examines the determinants of public school segregation in 65 metropolitan areas in 1968 and segregation changes between 1968 and 1976. Although city and suburban school segregation declined during the 1970s, segregation between cities and suburbs increased. Boundaries between city and suburban school systems appear to foster inequalities within…

Interviews indicate that black pioneers in school desegregation often feel that they have paid too high an emotional and psychological price for too little change in the whole system of race relations. The failure of early desegregation policy and of assimilation may be overcome through a genuine multicultural curriculum. (SLD)

Examines the history of higher education for African-American Mississippians from the nineteenth century, focusing on the 1987 "Ayers v. Mabus" desegregation case, which charged the maintenance of separate and unequal systems of higher education in Mississippi. Finds that desegregation is a remedy for segregation but not for educational…

Connecticut Governor Lowell P. Weicker recently assumed state responsibility for ending racial and economic segregation in suburban and inner-city schools through cooperative, comprehensive five-year planning efforts. Most substantial gains for minority students occur when desegregation plans are metropolitan or countywide. Efforts to combine…

Discusses the sociology of education, including race relations and school segregation and desegregation, and critiques the report of D. J. Armor. The adverse effects of school segregation, and the beneficial effects, including economic consequences, of desegregation are outlined. (SLD)

This article reports on a section of the results of a South African-Netherlands Research Foundation Programme on Alternatives Development (SANPAD) project that was undertaken at Edgewood College of Education and three primary schools in KwaZulu-Natal, South Africa. The project covered a ten-year period and investigated the response of a previously…

The Illinois High School Class of 2002 is part of the third generational wave of American students following the landmark Supreme Court decision in "Brown v. Board of Education of Topeka," which outlawed segregation in public education. This longitudinal study allows the authors to examine the long-term impacts of this monumental…

In 1988-89, an evaluation was conducted to determine the impact of various integration programs designed to ameliorate the harms of racial isolation in the Los Angeles (California) Unified School District. The underlying intent was to specify ways in which levels of achievement, self-esteem, access to postsecondary education, and racial tolerance…

The 1954 "Brown v. Board of Education" decision laid the basis for dismantling de jure racial segregation of schools and resulted in a 50 percent reduction in the number of schools in which black students composed 90 to 100 percent of the enrollment between 1968 and 1980. "Brown" represented a significant shift in the national…

School desegregation has been promoted as a means for decreasing racial hostility and for raising minority achievement. A study was conducted to explore the effects of school organizational structure on the race/gender composition of interacting social networks of adolescents attending two middle schools. While the schools varied in the…

This paper argues that cautious and participatory desegregation efforts yield less desirable outcomes than either sweeping, authoritative desegregation policies or no imposed effort at all. The author proceeds to support these claims by identifying 10 goals of school desegregation and examining the rules and consequences of incremental and…

This paper documents trends in school segregation in different geographical regions throughout the United States between 1968 and 1976. The avarage level of school segregation between whites and minorities (Asian, Hispanic, and Native Americans) declined from a level of 42 to 21 points (on a scale of 0 to 100). Most of this reduction was due to…

Data collected nationwide from 1968 to the 1980-81 school year form the basis of this report on changes in school racial composition in States, Metropolitan areas, and large cities. Trends in the percentages of Black, Hispanic, and White students are discussed by region. It is indicated that the greatest gains in desegregation of blacks have taken…