Like a Bridge Over Troubled Waters: New Directions and Innovative Voluntary Approaches to Interdistrict School Desegregation

Abstract

As the kaleidoscopic evolution of the American educational system continues to unfold, its symmetrical patterns reveal that school desegregation is linked inextricably to the problem of race in America. It is obvious that if school desegregation efforts were abandoned, the nation's racial policy would drift most likely towards resegregation. Thus, the effort to renew America's moral and economic strength requires a total commitment to quality integrated education. However, the immorality and inequity of the segregated educational experience has now been solidly established in law and before the courts. The rationale which supports integrated schools is buttressed by compelling evidence showing that Black students' achievement has significantly improved in desegregated schools, that White students' achievement has either improved or stayed the same, and that desegregation plans also improve employment opportunities and housing integration.' As one of society's agencies for bringing about social change, the schools must formulate a firm position to speed the inevitable. It is not an easy task to desegregate a school system, especially