Boston busing assisted in desegregating the system of schools in Massachusetts. The initiative provides equal opportunities for minority learners in educational programs. Additionally, Boston busing helped in promoting racial restoration and enhanced the racial climate of the 20 th century in Massachusetts (Delmont, 2016). However, busing in Boston resulted in great strife of racial violence, white flight, and quality destruction for public learning institutions or school system in the region.
Arthur Garrity, an American District Judge, ordered the busing of black or African-American students to white schools predominantly and white learners to the black schools. The judge intended to integrate the geographically isolated public schools. Morgan vs. Hennigan of June 1974, Arthur Garrity holds that de facto learning institutions in Boston discriminated African-American students (Delmont, 2016). The majority of Boston residents (whites) opposed busing initiatives. The whites from South Boston organized a massive protest against the forced busing on 12th September 1974. Initially, the legislature of Massachusetts enacted the Racial Imbalanced Act in 1965 to promote racial integration in the schools (Bolner, 1968). However, the Boston school committee did not implement the Act, which led to mass protests in 1974.
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The federal court instructed schools to adopt the busing plan nationally in 1974. Regarding the massive opposition of the busing plan, the court order resulted in civil disobedience and violent rebellions (Delmont, 2016). I suppose the Boston busing plan resulted in segregation between the African-American and white families in Massachusetts. Consequently, the whites enrolled their children in private schools as opposed to public schools.
In my opinion, the Boston busing plan did not enhance education for black students. For instance, in 1996, Stanford 9th examines students in public schools. Approximately 94% of students in seventh-graders at the Woodrow Wilson Elementary School performed poorly in mathematics. Moreover, about 95 percent of learners of the fifth grade at Dorchester's William E. Endicott School performed poorly in mathematics and reading tests (Delmont, 2016). According to the students' academic performance, I suffice that the Boston busing plan did not improve the educational achievement of African-American students.
References
Bolner, J. (1968). Defining racial imbalance in public educational institutions. The Journal of Negro Education, 37 (2), 114-126.
Delmont, M. (2016). Why Busing Failed: Race, Media, and the National Resistance to School Desegregation. Oakland, California: University of California Press.
