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What Does Educational Research Tell us About School Desegregation Effects?

James Coleman's (Coleman et al., 1966) Equality of Educational Opportunity (EEO) study (referred to elsewhere as the Coleman report) has been the single most influential document on school desegregation policy and research. The finding that had the greatest impact was that Black students' academic achievement increased as the proportion of White students in their schools increased. Various methodological criticisms of the Coleman report generated a series of reanalyses of the EEO data (U.S. Commission on Civil Rights, 1967; Armor, 1972; McPartland, 1968; Pettigrew and Riley, 1972). However, the positive relationship between Black achievement and percentage White student enrollment was also confirmed in these reanalyses. Armor (1972) and others who reassessed the EEO data amended the initial finding by Coleman and his colleagues by noting that the positive effect of percentage White on Black achievement was due to desegregation at the classroom level as opposed to the school level.