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Why Academic Research Fails to Be Useful

Research on school desegregation (Weinberg 1975b, St. John 1975, Schwartz 1975) seems beset by three problems: 1. Almost none of the research has been concerned with determining how desegregation should be done, locating techniques which minimize public opposition or maximize student benefits. Instead almost all of it has been concerned with asking whether some desegregation was better than none, a question relevant to the national controversy over busing but of little relevance to policymakers. 2. When research has asked whether desegregation was good or bad, it has almost always asked the question in the wrong way --namely, in terms of short-run achievement tests rather than longrun effects on students or the impact of desegregation on the whole