A national study of local public school district desegregation processes through the identification of planning, implementation, and evaluation relationships

Abstract

The underlying goal of this study was to contribute to a deeper understanding of factors concerning desegregation of public schools through the identification of planning, implementing, and evaluation relationships. A mailout/mailback survey was conducted that sampled nationwide 377 superintendents in public school districts with at least 5 percent black student enrollment. The sample was stratified by region and school district size. One hundred seventy-eight (178) returns, or 61 percent of an adjusted sample of 293, provided data usable for analysis. Desegregation activity is both considerable and geographically widespread. District enrollment size had an effect on Voluntary Transfer, Compulsory Busing, Administration Reorganization, and Elementary Reassignment. Percent of black enrollment had an effect on Voluntary Transfer, Compulsory Busing, Magnet Schools or Programs, Merger, Elementary Reassignment, Secondary Reassignment, and Pairing. Size of population area had an effect on all plans implemented. Advanced planning time had an effect on Magnet Schools or Programs only. Lag time had an effect on Pairing only. Large districts or population areas and those with substantial concentrations of black students considered and utilized a greater range of desegregation strategies. Some of the more important conclusions of the study were that: desegregation may be expected to continue to challenge many public schools; large school districts and population areas considered and used a wide range of planning and implementation options, as did districts with large concentrations of blacks; the Magnet School concept appeared to facilitate the desegregation process. Recommendations included that: special assistance be given districts with enrollments of less than 10,000 ADA and districts with considerable black enrollments (30% or more); the desegregation process comprise careful, comprehensive, but reasonably speedy planning and employment of desegregation specialists at the university and local levels; and the Magnet School concept be thoroughly examined as a viable desegregation alternative. Implications suggested that: future longitudinal studies be undertaken to compare the effects of size, black or minority enrollment, and planning or lag time on desegregation relationships; the role of higher education in the desegregation process be examined and assessed; the role of change or desegregation specialists in public education be determined; the effect of the Magnet School concept and its potential expansion be carefully explored.