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American Politics Research, Vol. 8, No. 2, 187-208 (1980)
DOI: 10.1177/1532673X8000800203

Desegregating Urban Schools

A Causal Perspective

David R. Morgan

University of Oklahoma

Michael R. Fitzgerald

University of Tennessee

Two models of desegregation change between 1968 and 1974 for a number of U.S. urban school districts are tested using a block-recursive technique incorporating the effects of community environment, the school system, and federal influence. The models can explain a considerable amount of change in the North but much less in the South. In both regions, federal intervention is a dominant influence, although for one model in the North, the earlier year level of desegregation is the most powerful effect.


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