A description of the problems encountered by the Community Relations Service of the U.S. Department of Justice associated with the implementation of school desegregation plans as well as some suggestions for positively dealing with these issues. (EH)

PRESENTED IS A REPORT ON WHAT ST. LOUIS, MISSOURI, AND 15 OTHER CITIES HAVING MORE THAN A 300,000 POPULATION ARE DOING WITH RESPECT TO THE USE OF BUS TRANSPORTATION IN RELIEVING OVERCROWDEDNESS RELATIVE TO THE PROCESS OF DESEGREGATION AND INTEGRATION OF THE PUBLIC SCHOOLS. THE REPORT CONTAINS FOUR SECTIONS--(1) BRIEF OVERVIEW OF THE PROBLEM OF BUS…

Efforts to break down de facto school segregation, which usually reflects residential patterns, often involve busing some students to schools outside their neighborhoods. Although busing has decreased segregation, it has sometimes created problems of its own. Transportation administrators, interviewed in Riverside, Sacramento, Berkeley, Los…

This report describes a training institute for staff members of school systems with multicultural schools. Eighty members of the professional staffs of the Memphis City and Shelby County School Systems participated in the institute. The program was designed to relate to multicultural schools, school desegregation, and culturally disadvantaged…

Court-appointed committees that monitor desegregation plans are an emergent and potentially useful new form of citizen participation on education. The scope of several monitoring committees is outlined. (Author/IRT)

In order to implement desegregation in Lawrence, a parent involvement program was developed. The program included a Parent Information Center, regular community planning meetings, parent input into the development of school assignment policy, and ongoing parent involvement in the desegregated schools. (GC)

The discussions arising from a biracial seminar for teachers, counselors and administrators about to be involved in the desegregation of a large school system are reported in this article. The five, three-hour sessions included discussions on problems in intergroup relations, human relationships and school desegregation. (JC)

How the Federal Government assesses desegregation plans and decides whether or not to extend financial aid to these plans. (JF)

Excerpts from the California Supreme Court decision on the right of the San Francisco School Board to effectuate a limited desegregation plan embracing the Park South school complex. (RJ)

Based on a sample of school districts, this study determined that magnet schools generally cost more than nonmagnets; however, most extra costs were fixed. As enrollments increased, per pupil costs actually decreased to a point near or below nonmagnet costs. Magnet schools with higher costs tended to have higher integration and educational…

A grievance not resolved at a lower level will seek redress at a higher one and the effect of a resolution imposed from above will be more painful than would have been the case had the matter been settled at the lower level in the first place. (Author/IRT)

An outline of guidelines that have characterized successful desegregation programs is presented. (EH)

An historical account of the St. Louis, Missouri, school desegregation program and the steps involved in its implementation. (EH)