Mississippi School Districts: Factors in the Disestablishment of Dual Systems
DOCUMENT RESUME ED 054 248 24 UD 011 724 AUTHOR Palmer, James M. TITLE Mississippi School Districts: Factors in the Disestablishment of Dual Systems. Final Report. INSTITUTION Mississippi State Univ., State College. Social Science Research Center. SPONS AGENCY National Center for Educational Research and Development (DHEW/CE), Washington, D.C. BUREAU NO BR-0-1)-056 PUB DATE Jun 71 GRANT OEG-4-7-0017 NOTE 139p. EDRS PRICE EDRS Price MF-$0.65 HC-$6.58 DESCRIPTORS County School Systems, Dejure Segregation, *Integration Effects, *Integration Methods, Integration Plans, Measurement Techniques, *Models, Racial Integration, Research Methodology, School Community Relationship, School Districts, *School Integration, Southern Schools, Statistical Analysis IDENTIFIERS *Mississippi ABSTRACT This research is basically a search for a model to explain why some districts achieved a higher degree of desegregation than others in their efforts to disestablish the dual system. The population studied consists of all of the school districts in Mississippi, and the unit of analysis was the local school district. Three types of variables were conceptualized and measures developed: school, community, and desegregation. Desegregation was the focus of the study and therefore the dependent variable. However, no effort was made to determine cause and effect. The measures of the variables were drawn from both primary and secondary sources and were gathered on the 147 districts. Primary data were obtained fromdistrict superintendents by use of a questionnaire which contained 47 items. There was a 95 percent response rate. Secondary data were gathered mainly from publications by the State Department of Education, records of the Department of Health, Education and Welfare, and Publications of the U.S.
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