Every high-achieving high school has parents and teachers who wish their student populations were more ethnically varied. When elite public high schools open their borders to less advantaged students, the gains can be significant. The Voluntary Ethnic Enrollment Program (VEEP) at La Jolla (California) High is described, along with other states' A…

Using the schools to achieve racial balance, eliminate poverty, fight drug abuse, prevent pregnancy, and reduce youth suicide is simply too much to ask. Teachers and principals should be required to address educational issues, not unmet social needs. Moreover, those who demand the schools' improvement would be well-advised to pay significant…

This report describes housing desegregation gains in Louisville and Jefferson County, Kentucky, largely caused by school desegregation. The work of Judge James F. Gordon, who presided over the school desegregation plan, is cited as instrumental in aiding in this process. He ruled that no child in the minority in a neighborhood would be used for…

In these remarks, William Bradford Reynolds, Assistant Attorney General of the Civil Rights Division, Department of Justice, discusses American civil rights in the light of past and present Federal policy. A review of constitutional provisions, legislation, and court litigation reveals how policy has variously provided for equality and perpetuated…

This volume examines ten communities with histories of lengthy desegregation litigation in order to gain insight into the perceived legal adequacy and practical effectiveness of various desegregation strategies from the point of view of the Federal courts. A conceptual model of the judicial review of desegregation plans is given in diagram form…

This memorandum presents the costs of transporting students to achieve racial balance in the San Francisco public schools. The costs of a district owned school bus system are analyzed for a four year implementation period. Costs of different sizes and types of buses and of major operating requirements (including parking, buildings, staff, and…

In a report entitled "Must We Bus? Segregated Schools and National Policy," Gary Orfield has produced one of the most exhaustive and illuminating accounts of the nation's experience with busing and the policy issues to be faced. (Author/MC)

The Assistant Attorney General asserts that it is wrong and naive to equate discrimination with economic disparity and to say that because there is an economic disparity between Whites and Blacks, it is due to discrimination against the latter group. (Author/GC)

Black respondents to a questionnaire identified lack of motivation and lack of quality education as major problems of Black Duval County students. Busing for desegregation purposes, although not liked, was regarded as the least serious problem. (CMG)

Examines research demonstrating that forced busing does not guarantee equal education or raise minority achievement. Advocates a first choice, free transportation system to fulfill the intent of Brown v. Board of Education. (SK)

Examined post-high school occupational attainment of 45 students who participated in an experiment in voluntary urban-suburban school busing. Results supported the hypothesis that busing inner-city students to suburban schools positively affects their career development and maturity and supported arguments for desegregation. (WAS)

Cites 52 books, doctoral dissertations, journal articles, and ERIC documents on the school desegregation process in Los Angeles, California. Focuses on public attitudes, the court role, and effects of desegregation on Blacks and Mexican Americans. (MJL)

Establishes the existence of a contextual effect on attitudes toward busing and proposes a simple model of the interaction process through which the social environment influences individual attitudes. Available from "The Journal of Politics," University of Florida, Gainesville, FL 32611. (Author/IRT)

Discusses issues raised at the 1979 conference of the National Urban Education Association, including (1) educational equity and institutional change; (2) instructional and curricular reform; (3) busing and desegregation; and (4) school finance. Expresses the hope that a movement toward reform and equity may forestall or thwart growing social…

Reviews two books on the influence of school desegregation on students, "The Other Boston Busing Story: What's Won and Lost across the Boundary Line" (Susan Eaton) and "Finding One's Place: Teaching Styles and Peer Relations in Diverse Classrooms" (Stephan Plank). Both books describe students' reactions to desegregated…