Abstract
The controversy over the educational efficacy of integrating classrooms and schools to overcome the schooling disadvantage of minority children has flared anew as the number of court orders to desegregate schools increases. Evaluations of the impact of integration efforts have not consistently shown the positive cognitive and attitudinal effects anticipated1 (although few negative effects have been detected either) and some early proponents of integration, such as James Coleman, have become equivocable in their endorse-
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