For Blacks and Hispanics, standardized admission tests and licensing exams are barriers to schools and occupations. Case studies are presented of college admission tests and teacher testing that place women and minorities at a disadvantage. Test biases and misuse must be eliminated and new forms of evaluation must be developed. (VM)

Using college entrance exams as a primary criterion for college admission discriminates against minorities and the poor, but the practice continues. Coaching for these exams is done in test preparation clinics. One clinic run by the NAACP substantially raised the scores of Blacks but not those of minorities as a whole. (VM)

The recent calls for the restructuring of secondary education provide little assurance that the educational situation of Blacks and other minorities will improve. Through such efforts as the College Board's Educational Equality Project, Blacks must take a leadership role in demanding equality as well as excellence. (KH)

Argues that the Florida Teacher Certification Examination is culturally, linguistically, and philosophically biased against minorities. Suggested alternatives to testing are implementation of knowledge about effective schools, teacher workshops on effective techniques and attitudes for teaching nonachievers, and improved early education. (CMG)

The nature of legal argument, including judicial decisions, puts severe limits on the educational advances that can be expected by Black Americans through litigation. The Brown decision, for example, has been a mixed blessing, and the Bakke case shows that the Court is unwilling to support a class-based remedy for discrimination. (KH)

Outlines some of the achievements of the National Association for the Advancement of Colored People (NAACP) as the leading organizational advocate for Blacks in the U.S. Chronicles the key court cases won by the NAACP in the field of education since 1948. (RDN)

Examines variables that motivate college students toward a career in education of the emotionally disturbed, as compared to the motivations of their peers who specialize in elementary education. Suggests that consensus exists among faculty, teachers, and students of special education as to the personality traits necessary for the ideal special…

The requirement of higher scores on standardized tests for admission to colleges and universities and to teacher education programs discriminates against Blacks, who have less advantaged backgrounds than Whites. This requirement and poor Black performance on the Florida Teacher Certification Examination may diminish the pool of Black teachers in…

Evaluates the impact of the 1954 "Brown" decision and the Civil Rights Act of 1964 on equal opportunity for women. Reviews the similar struggles faced by Blacks and women in the areas of education and employment. (GC)

Holds that Blacks and Whites have conflicting perceptions regarding the educational goals of school desegregation. Says that Whites should be recruited by predominantly Black educational institutions, asserting that minority status would permit Whites to liberate themselves from their self-oppressive ideology of racial superiority. (Author/GC)

Reviews a number of desegregation cases that have been litigated in Federal courts since the 1954 "Brown" decision. Outlines needs and means for providing Black children with an education adequate for participation in the country's future. (GC)

Discusses several models of a teacher education program for social studies teachers of culturally different children. Each model includes four components: knowledge, value development, seminars, and practicum. (GC)

Decisions on busing, racial quotas and affirmative action made since 1954 are reviewed. It is shown that while progress has been made, full equality for Blacks has not yet been achieved. (MC)

The author discusses the effects of the Brown decision in terms of the following: his personal experiences, the status of Black colleges, the meaning of equality in education, and areas of concern for the future. (Author/MC)

Reviews some of the possible causes for the current crisis among African-American males, including a crisis of faith in education and problems with public schools. Discusses possible strategies for improvement: whole community response, successful programs, renewed faith in education, and national forums. (JB)