These papers examine sociological and political problems associated with school desegregation on the local level in Dallas, Boston, Columbus, Cincinnati, Indianapolis, Detroit, and Los Angeles. Each presentation addresses several of the following concerns: (1) community and school composition, racial and ethnic ratios, and business and political influences; (2) historical parameters; (3) judicial proceedings and precedents; (4) community and group reactions; (5) curricular and instructional programs developed to deal with desegregation such as magnet schools, inservice education training, and multicultural approaches; and (6) the role of social studies teachers in desegregation. There are different emphases and processes discussed in each case study. Beck and Linden write that Dallas has made several compromises in its 1976 desegregation plan. Siegal believes that Boston is making long term progress since the initial violent reaction to desegregation. Bedwell deals with Indianapolis' history of segregation and notes that more court battles are ahead. In Detroit, Gendernalik sees more court action but also notes that community forces are cooperating in that city. Howe writes about the "see-saw" Boards of Education in Cincinnati. Carrison describes 15 years of school desegregation problems in Los Angeles and maintains that a socioeconomic head count must be combined with racial ethnic quotas within a metropolitan environment. References for each presentation are provided. (Author/EB)