Design and Redesign of the Desegregated School

The chances of implementing and maintaining a truly integrated school, whether the goal is harmonious, interracial relations or improved, minority group academic performance are not, at this time, high.1 This is not because such a successful school is, in principle, impossible. Rather we, as educational planners and researchers, are the victims of our own conventional and wishful thinking about the nature of the problems in this setting. We hear simplistic solutions recommended so often that they are accepted as truisms.

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