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ERIC Number: ED212724
Record Type: RIE
Publication Date: 1981-Apr
Pages: 185
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Assessment of Current Knowledge about the Effectiveness of School Desegregation Strategies. Volume VI: A Review of Qualitative Literature and Expert Opinion on School Desegregation.
Broh, C. Anthony; Trent, William T.
This volume presents a review of the qualitative literature pertaining to desegregation strategies and outcomes, and school characteristics. The review was based on the following objectives of desegregation policy: elimination of racial isolation; improvement of racial relations and academic achievement; promotion of positive community attitudes; and reduction of white flight and resegregation within schools. Public opinions regarding various voluntary and mandatory student reassignment plans and transfer policies are discussed. Also included is a review of the consensus literature which summarizes the perspectives of desegregation experts, an outline of strategies for promoting community involvement and techniques for improving home-school cooperation, and a summary of interview findings based on local and national surveys. The literature suggests that most opinions call for magnet schools in combination with mandatory assignment metropolitan plans, and plans that include the early elementary grades. Also reported are generally positive attitudes toward pre-implementation, inservice training programs and post-implementation community involvement, with the greatest expressed concern being white flight in the absence of a metropolitan plan, and resegregation within schools. The majority of consensus reports focus on the avoidance of resegregation, enhancing racial relations, and academic achievement. Sample interview questionnaire forms for local and national experts are appended. (JCD)
Publication Type: Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office for Civil Rights (ED), Washington, DC.; National Inst. of Education (ED), Washington, DC.
Authoring Institution: Vanderbilt Univ., Nashville, TN. Center for Education and Human Development Policy.
Identifiers: N/A
Note: For other volumes of this Assessment Project see UD 021 862 and UD 022 073-080.