This article emphasizes the following points concerning policies of the Detroit Board of Education: (1) conflicts over religion and education have been part of politics since 1842; (2) these conflicts were political rather than consitutional; and (3) until 1948 decisions regarding religion were based on "institutional" considerations…

Examination of decennial federal census manuscript returns from 1900 reveals that ethnicity, class, and family size were important determinants of who went to school and who did not. Ethnicity was a particularly critical variable for female education, and economic class was the most important determinant of male education. (BJV)

The history of school social work is presented with an emphasis on its value for at risk students in urban schools. These services have maximized equal educational opportunity with both cognitive and affective outcomes. The service works best when the social worker works in collaboration with school personnel. (VM)

Holds that "improvement" is an important theme for understanding the early history of public schooling in Buffalo. Describes Oliver Steele's strategy for linking public schooling with the concept of "public improvement" and argues that an unfortunate part of Steele's legacy was the idea that a suitable building guaranteed a…

Describes how George Washington Jonson attempted to persuade people in the streets of the importance of abolitionism and of the Liberal party devoted to that cause. Argues that Jonson's activities illustrate a nonschool type of education in nineteenth century Buffalo that was as socially significant as the development of public schools. (CMG)

Describes founding in 1870 of a German gymnasium in Buffalo, arguing that it illustrates both the continuing European influence on American educational institutions and the process by which such institutions are adapted to conditions in the United States. (Author/CMG)

Focuses on the parochial school as a supportive agent of ethnic socialization in Buffalo's Polish immigrant communities. Describes diverse motives for development of the parish school system as an alternative to the public schools and summarizes the distinctive, communal functions of parish schools. (CMG)

Profiles nine women's clubs in Buffalo, 1876-1914. Argues that through such clubs, women pressed for personal and educational growth for themselves and then insisted on using their new knowledge and confidence to influence the city to offer more humane and generous services for all its citizens. (CMG)

Examines how and why vocational and manual courses were introduced into Buffalo schools at the turn of the century. Argues that the Buffalo experience mirrored the nation's general ambivalence about educational reform, and also demonstrates ways in which Buffalo's experience was unique. (CMG)

Describes how Ernest Hartwell's efforts to establish junior high schools in Buffalo with broad curricula failed, largely because the city's would-be political reformers did not accept the importance of educational reform. (CMG)

In order to determine why community control groups and low income people have been excluded from power, this study describes and analyzes in detail the politics of education in a typical New York City public school district. (Author/JLF)

Discusses (1) how schooling for social and economic mobility worked invidiously against poor Black migrant children; and (2) how the school's role as a mobility agent was subsumed under the immediacy of averting disenchantment with the social system through measures of social control. (Author/BE)

Focuses on the rebuilding of a successfully integrated school system after the period when separatist Black power politics had driven out moderate families of both races. Emphasizes that the Sausalito experience is useful in understanding the dilemmas of Black militancy and White liberalism in American society. (Author/BE)

Using data from over 75 interviews, examines education reform in Detroit (Michigan) and explores the apparent collapse of a local education reform effort in spite of broad dissatisfaction with the current education system. Findings indicate that some long-term institutional impact of the reform remains. (SLD)

Reviews the African American community's unsuccessful struggle to replace the District of Columbia Public School's desegregation policy of tracking with a program emphasizing educational excellence. Discusses the Hobson v. Hansen decision, which ended tracking but shifted attention to busing and racial balancing. (FMW)