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1961 United States
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KF 4755 .A822 1961
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Page CHAPTER 4. DESEGREGATION IN TH
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Page Summary 135 CHAPTER 9. SOUTHER
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General Contents: Books 1-5 Book I:
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Foreword The United States
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Inaction of government officials ha
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pan iv. Education 1. Introduction O
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equire or permit segregation by rac
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for the two races. 8 After the clea
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district court might conclude after
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1. State-imposed racial segregation
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grants, for example? If so, what pr
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If initial assignments by race subj
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As the Court put it in Boiling v. S
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seems to arise. The cost of public
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children of the same family to atte
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The Fifth Circuit appears to be on
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to exhaust administrative remedies
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students wishing to do so could reg
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In Northcross v. Board of Education
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standards, was rejected on "attitud
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Curriculum disparities as between w
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to be approved or disapproved by a
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their schools, as required by law."
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4. Desegregation in the South By Ma
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enrollment. In September 1960, Air
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the school year. 88 While the numbe
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hand, they were openly—this time
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Maryland All of the 23 school distr
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tion. 80 One Negro pupil was assign
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The North Carolina Advisory Committ
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eligible Negro students quietly ent
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white counterparts. Their overall a
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Fairfax County, which has a very sm
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Our dual system of schools is the b
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having only a few Negro pupils have
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The Charlotte-Mecklenburg Board of
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to maintain segregated schools for
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and authorized school boards to pro
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desegregated schools. 86 This legis
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and New Orleans—was under court o
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It had become clear that New Orlean
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South Carolina Statutes enacted dur
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6. The Threat to Education ... no i
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act, and a 1959 amendment withholdi
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ther to close other schools in any
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given authority to call an election
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from certain schools was voided by
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funds were available. The school bo
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The financing of these private scho
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and other forms of governmental par
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should be kept in mind when we spea
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public schools because of tuition g
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7. Segregation North and West At le
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y school authorities. All these pow
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easonable, and educationally sound.
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classes and school, attend the scho
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choice is between two schools havin
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thorough elimination of segregation
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INFERIORITY OF THE SCHOOL From 1896
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Having put the power of assignment
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- Page 138 and 139: sional techniques involved in purpo
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- Page 146 and 147: 1. The gains in reading comprehensi
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- Page 155 and 156: 9. Southern Libraries Sixteen years
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- Page 171 and 172: THE LOUISIANA CASES An Interpositio
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- Page 175 and 176: As to the contention that the Unite
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- Page 193 and 194: have made some start towards compli
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- Page 197 and 198: of equal protection in public schoo
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- Page 204 and 205: NOTES: EDUCATION, Chapter 2 1. Brow
- Page 206 and 207: Notes: Education, Chapter 3—Conti
- Page 208 and 209: Notes: Education, Chapter 3—Conti
- Page 210 and 211: Notes: Education, Chapter 3—Conti
- Page 212 and 213: NOTES: EDUCATION, Chapter 4 1. Cf.
- Page 214 and 215: Notes: Education, Chapter 4—Conti
- Page 216 and 217: Notes: Education, Chapter 4—Conti
- Page 218 and 219: Notes: Education, Chapter 4—Conti
- Page 220 and 221: Notes: Education, Chapter 4—Conti
- Page 222 and 223: Notes: Education, Chapter 5—Conti
- Page 224 and 225: Notes: Education, Chapter 5—Conti
- Page 226 and 227: Notes: Education, Chapter 6—Conti
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Notes: Education, Chapter 6—Conti
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NOTES: EDUCATION, Chapter 7 1. See
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Notes: Education, Chapter 7—Conti
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Notes: Education, Chapter 7—Conti
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Notes: Education, Chapter 8—Conti
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Notes: Education, Chapter 8—Conti
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Notes: Education, Chapter 9—Conti
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Notes: Education, Chapter 10—Cont
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Notes: Education, Chapter 10—Cont
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Notes: Education, Chapter u—Conti
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236
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TABLE 2.—Status of segregation-de
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240
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EXHIBIT i Bureau of the Budget No.
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(3) Fill in blanks under columns th
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GARDINER, "National Library Week—
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U.S. Commission on
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LIST OF CASES CITED—Continued Pag
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LIST OF GASES CITED—Continued In
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LIST OF GASES CITED—Continued Pag