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1961 US Commission on Civil Rights Report Book 2 - University of ...

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5. Legislative Resistance<br />

In the past 2 years there has been a marked shift in some parts <strong>of</strong><br />

the South from statewide, massive resistance to local opti<strong>on</strong> and freedom<br />

<strong>of</strong> choice fortified by tuiti<strong>on</strong> grants. Some States still cling to<br />

the older strategy.<br />

When this <str<strong>on</strong>g>Commissi<strong>on</strong></str<strong>on</strong>g> reported to the President and C<strong>on</strong>gress in<br />

1959 various massive resistance laws <strong>of</strong> Virginia and Arkansas had<br />

been held unc<strong>on</strong>stituti<strong>on</strong>al. 1 But at that time the new pattern <strong>of</strong> legislative<br />

hostility to desegregati<strong>on</strong>, although emerging, was not yet clear.<br />

Massive resistance is characterized by a series <strong>of</strong> laws and resoluti<strong>on</strong>s<br />

adopted for the purpose <strong>of</strong> thwarting, or at least delaying, all efforts<br />

to implement the ruling in the School Segregati<strong>on</strong> Cases. The key factors<br />

comm<strong>on</strong> to all such programs are:<br />

The interpositi<strong>on</strong> <strong>of</strong> State authority in an attempt to nullify the<br />

effect <strong>of</strong> the Supreme Court ruling and orders <strong>of</strong> Federal district<br />

courts based there<strong>on</strong>.<br />

Statutes authorizing and directing State or local agencies to<br />

assign pupils to public school <strong>on</strong> the basis <strong>of</strong> standards requiring<br />

a subjective evaluati<strong>on</strong> <strong>of</strong> the student as an individual, his scholastic<br />

abilities and achievement, as well as the usual c<strong>on</strong>siderati<strong>on</strong>s<br />

<strong>of</strong> curriculum, geography, transportati<strong>on</strong>, and school capacity.<br />

Centralized State c<strong>on</strong>trol over public schools, traditi<strong>on</strong>ally vested<br />

in local school authorities.<br />

In general the new approach returns c<strong>on</strong>trol to local authorities,<br />

giving them and their respective communities a choice as to the future<br />

<strong>of</strong> their schools. The change in strategy is a resp<strong>on</strong>se to a l<strong>on</strong>g series<br />

<strong>of</strong> court decisi<strong>on</strong>s <strong>on</strong> the c<strong>on</strong>stituti<strong>on</strong>ality <strong>of</strong> massive resistance measures—most<br />

<strong>of</strong> which did not stand the test <strong>of</strong> litigati<strong>on</strong>.<br />

Thus, <strong>on</strong>e Federal court declared the first Virginia Pupil Placement<br />

law unc<strong>on</strong>stituti<strong>on</strong>al because it required an "efficient operati<strong>on</strong> <strong>of</strong> the<br />

schools," defined in another law as segregati<strong>on</strong>. 2 Another voided the<br />

Tennessee School Preference Act that authorized boards <strong>of</strong> educati<strong>on</strong><br />

65

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