African American and white students exit from separate buses and join other students entering West Roxbury High School. US Marshals stand in front of the school. Robert Donahue (District Superintendent, Boston Public Schools) greets students as they enter the school. More buses drop off students at the school. Robert DiGrazia confers with officials and enters the school. A white teacher affectionately greets some African American students as they arrive at school. Donald Burgess (headmaster, West Roxbury High School) talks to students about bus schedules as they approach the school from the parking lot.

A few police officers are stationed along Monument Square outside of Charlestown High School. Robert Murphy (Headmaster, Charlestown High School) stands in front of the school. School buses, accompanied by a police motorcycle escort, pull up in front of the school. African American students exit the buses and enter the school. A small number of photographers record the arrival of the buses from across the street. Gary Griffith reports that the arrival of school buses at Charlestown High School was routine.

Footage of Charlestown. Shots of Charlestown High School and Monument Square, Bartletts Street, Bunker Hill Street and St. Francis de Sales Church. Children ride bicycles in Monument Square. People are gathered in the park beside St. Francis de Sales Church. Shot from the park of the port. Racist, white supremacist and anti-busing graffiti is visible on buildings on Medford and Main Streets. Shots of Medford and Main Streets.

Today's Educational policies and fulfilling the promise of the Brown v. Board decision

Footage of the first day of school at South Boston High School during Phase II desegregation of Boston schools. Helmeted members of the Tactical Patrol Force and US Marshals are present in the schoolyard and on the street. Headmaster William Reid (Headmaster, South Boston High School), Charles Barry (Deputy Superintendent, Boston Police Department), Peter Meade (Mayor's Office) and others confer on the street outside of the school. White students approach on foot. Buses carrying African American students arrive with a police motorcycle escort. Two groups of press photographers are cordoned off behind ropes in front of the school. African American students exit buses. A police helicopter circles the area.

Blast from the Past' with Raymond St. Jacques. Program is divided into two halves: the first consisting of a group interview with five African American football players from the New England Patriots, the second of newsmagazine-style segments. Guest host Tom 'Satch' Sanders talks with Ron Boulting, Mac Herron, Reggie Rucker, Sam Cunningham, and Leon Gray about their education, the violence of the game, preparing for a career after football, and the need for young players to recognize the value of an education (given the odds against playing professionally). Additional segments include 'Community Access' (on home improvement loans, lead poisoning, and requesting a housing inspection),'Blast from the Past' (with an excerpt from a 1970 interview with actor Raymond St. Jacques on Hollywood's prescribed roles for African American actors), the 'Community Calendar' (with community and cultural events listings), and 'Commentary' by Producer Marita Rivero on the need for African Americans to vote. Produced by Marita Rivero. Directed by Conrad White.

Boston police cars and police officers stationed on the street outside of Hyde Park High School. School buses arrive escorted by police cruiser with flashing lights. African American students exit the school and board buses. White Hyde Park residents watch the action on the street. A white student tells the camera crew that a fight broke out in the school. Police and media are gathered outside of the school.

This unit introduces you to the contested area of educational inclusion. You will look at differing perspectives on inclusion, in particular the way that medical and social models have influenced and shaped current thinking. You will also think about barriers to inclusion and the difference between integration and inclusion. In addition, you will consider some of the key documents, such as the Salamanca Statement, that underpin current thinking in this area.

Footage of racially integrated music and math classes at the Solomon Lewenberg Middle School. Pam Bullard interviews two Lewenberg School students, Xerxes Hammond and Alfred Tiberi, about the school. Both students praise the school and its teachers. Bullard interviews Jim Pardy (Assistant Headmaster, Lewenberg School) about the opening of school, school integration, and how budget cuts have affected the Lewenberg School. Pardy says that the school had a strong academic record for the previous year. Pardy says that a cuts to the school staff have resulted in larger classes this year. Pardy notes that the Lewenberg School is an example of a successfully integrated school in an African American neighborhood. Pardy says that the socioeconomic backgrounds of the African American and white students are very similar.

Gary Griffith interviews Joseph Rowan (Deputy Superintendent, Boston Police Department) about the mission of the Tactical Patrol Force (TPF). Rowan responds to charges of police brutality by TPF in South Boston. Rowan says that the TPF responds to violence directed at them by residents; that complaints of brutality are fully investigated by the department. Griffith interviews three TPF officers: Kathy Fitzpatrick, William Johnston, and Val Williams. They answer questions about the TPF and deny charges of police brutality. Johnston says that the TPF is trying to keep the peace. Williams says that the TPF is called in to deal with difficult situations and that rumors of TPF behavior have been exaggerated. Fitzpatrick says that she performs the same duties as the male officers. Fitzpatrick says that city residents are venting their frustration on the TPF.

Buses pull up in front of English High School. Robert Peterkin (Headmaster, English High School) stands out front as buses arrive. Students exit buses and congregate by race in front of school. Judy Stoia interviews African American and white students outside of the school about how they like school. Students talk about the school and report no racial tensions so far. Stoia interviews a white female student who says that she would prefer to attend Brighton High School. Stoia interviews two African American female students who says that the school is disorganized this year. The two girls complain about problems with their class schedules. Stoia interviews a group of African American female students who say that they like the school. One of the students says that African American and white students can get along fine if their parents leave them alone. Stoia interviews two white male students from Brighton who like the facilities at the school. Stoia interviews Chris Lane (Flexible Campus Coordinator, English High School) about the opening of the school and school programs offered in conjunction with area colleges including Brandeis University. Lane says that attendance has increased since yesterday.

Arthur Garrity (federal judge) speaks at a meeting of the Citywide Educational Coalition (CWEC). Jane Margulis (CWEC) introduces Garrity. Laval Wilson (Superintendent, Boston Public Schools), Sidney Smith (Headmaster, English High School), and Ellen Guiney (CWEC) sit on stage. Garrity talks about his efforts to wrap up the school desegregation case. He says that there are a few lingering matters to be handled before he withdraws. Garrity thanks the CWEC for providing factual and reliable information about school desegregation. Garrity talks about a 'sea of misinformation' surrounding school desegregation. He refutes rumors that he was involved in hiring teachers and buying supplies. Garrity compliments John Coakley (Boston School Department) on his career in the Boston School Department; he mentions Coakley's integrity and dedication to his job. Garrity sums up the challenges facing the Boston Public Schools; he says that school integration is an ongoing process.

Christopher Lydon interviews in-studio guests Kim Marshall (Director for Curriculum, Boston Public Schools) and Loretta Roach (parent activist) about the state of Boston Public Schools ten years after the beginning of school desegregation. Roach says that she is more concerned about quality education than she is about integrated schools.

David Boeri reports that the US Circuit Court of Appeals has ruled that the Boston Public School System is desegregated. Boeri reports that the Marshall Elementary School is less racially integrated now than it was before court-ordered desegregation began in 1974. He notes that the school population was 50% white when the school opened in the 1970s; he adds that the school population is now 8% white. Boeri interviews Jack Wyatt (Teacher, Marshall Elementary School), Elaine Rundle (teacher, Marshall Elementary School) and Lou Tobaski (Principal, Marshall Elementary School) about school desegregation at the Marshall Elementary School. Boeri notes that there are no educational problems at the school. He adds that the school faculty has been successfully integrated. Boeri interviews Jane Bowden (parent). Bowden says that the school is excellent. Boeri notes that the school is not racially balanced but that it is in compliance with the court order. Boeri's report is accompanied by footage of students and teachers in classrooms at the Marshall Elementary School.

Barbara Barrow comments on Judge Garrity's altered desegregation plan. Program explores the impact of the modified desegregation plan that went into effect in Boston, Massachusetts, in May, 1976. Host Barbara Barrow visits the students and faculty of the William Monroe Trotter School in Roxbury's District 9 to explore the intent of Judge Garrity's altered desegregation plan via conversations with Lillian Wood (a learning center coordinator for the Trotter School), Dennis DeCoste (teacher at the Trotter School), and students. Topics include the enforcement of racial diversity, how the school curriculum has changed with the implementation of the plan, and how students and teachers feel about their new learning workspaces. At the time of the program, the Trotter School had an excellent reputation as a magnet school. Additional program segments include a previously aired in-studio performance from the musical 'Raisin' (with Darren Green singing 'Sidewalk Tree') and the 'Community Calendar.' Produced by Barbara Barrow. Directed by Conrad White.

In her position as Education Program Director of The William & Flora Hewlett Foundation, Barbara Chow works behind the scenes to set the stage for successful learning by identifying opportunities for creating innovation and change through policy.

Christy George reports that the film Common Ground is based on a book about the history of school desegregation in Boston. George notes that a group of people who were involved in school desegregation in Boston watched the film together last night. George reports on their reactions. George's report includes footage from a discussion of the film. Kevin White (former Mayor of Boston) says that the film provoked strong reactions in everyone. James Kelly (Boston City Council) and Elvira 'Pixie' Palladino (former member, Boston School Committee) speak out against busing. George Walker (member of the Twymon family portrayed in Common Ground) speaks out against 'closed communities.' Jim Conway (Charlestown resident) says that the film promotes a negative image of Charlestown. Lisa McGoff (member of the McGoff family portrayed in Common Ground) and Cassandra Twymon (member of the Twymon family portrayed in Common Ground) speak at the meeting. McGoff says that the film concentrates on the negative events of the busing crisis. Twymon says that the film gives an accurate portrayal of her experiences as an African American student in a white school. George notes that Common Ground is a risky film for a network television station to air. George's report includes footage from the film. This edition of the Ten O'Clock News also included the following item: Jan von Mehren talks to students about school desegregation and race relations. Integrated school in 1990

Hope Kelly reports on school desegregation in Lowell. Kelly notes that the minority student population in the Lowell Public Schools has doubled over the past ten years. She adds that Lowell has become a magnet for immigrants from Southeast Asia. Kelly interviews students in the Lowell public schools about school desegregation. Kelly interviews Jane Mullen (guidance counselor) about the diversity of the school population. Kelly notes that students are currently bused in order to achieve racial balance in the schools. She reports that opponents of school desegregation are fighting for neighborhood schools. Kelly reviews the racial breakdown of the student population at the Bartlett School in Lowell. Kelly's report is accompanied by footage of ethnically diverse students in a classroom and school cafeteria. Kelly's report also includes footage of a bilingual class and footage of the Merrimac River. This edition of the Ten O'Clock News also included the following item: Marcus Jones reports on school desegregation in Lynn, Massachusetts. School desegregation in Lynn

Christopher Lydon presents a six-part series on mayoral candidates Mel King and Ray Flynn. In the first report, Lydon talks about the similarities between the two candidates. Lydon notes that both men are social workers from working class backgrounds and that both men have worked with teenagers. This report includes interviews with Kathy Flynn (wife of Ray Flynn) and Joyce King (wife of Mel King), who talk about the generous natures of both men. Lydon interviews Robert Flaherty (South Boston resident), Paul Parks (architect), Edward McCormack (attorney), and Ed Domit (social worker) about the backgrounds of both candidates. Lydon interviews Kenneth Hudson (Boston Neighborhood Basketball League), Robert Shagoury (computer manufacturer), and Walter Byers (Chairman, Massachusetts Boxing Commission) about the community work of both men. The second report explores Flynn's exceptional athletic career at South Boston High School and Providence College. Lydon interviews James Kelly (South Boston High School, class of 1958), Gertrude Morrissey (teacher, South Boston High School), and Jerome Wynegar (Headmaster, South Boston High School) about Flynn's athletic achievements. Lydon interviews Flynn about his experiences as an athlete; Flynn talks about being the only white player to play on an African American basketball team. The report includes interviews with Ruth Batson (civil rights activist) and Lawrence DiCara (former member of the Boston City Council) about Flynn's leadership abilities. The report includes footage of Flynn playing for Providence College at the National Invitational Basketball Tournament at Madison Square Garden on March 19, 1963. The third report examines Mel King's background and early days as a social worker in a Settlement House in the South End. The report includes footage from interviews with John O'Bryant (Boston School Committee), Paul Parks (architect), and Joyce King (wife of Mel King), who talk about the diverse neighborhood where King grew up. Lydon interviews Ed McClure (US Justice Department) and Herbert Gleason (former Chairman, United South End Settlements) about King's early years as a social worker. Lydon also interviews Robert Shagoury (computer manufacturer), Edward Domit (social worker), Thomas Shea (retailer), and Chuck Turner (teacher), all of whom comment on King's social work. In the fourth report, Lydon discusses Flynn's evolving political views. Lydon notes that Flynn has changed positions on many issues since the 1970s, and that Flynn was a leading opponent to busing for school integration. The report includes footage of Flynn talking about his role in the busing crisis. Lydon also interviews Jerome Wynegar and James Kelly about Flynn and the busing crisis. The report also includes footage of Lawrence DiCara, Edward McCormack, Kathy Flynn, Ruth Batson, Domenic Bozzotto (labor leader), and Peter Dreier (professor, Tufts University) discussing Flynn's political beliefs. The report features photographs of Flynn's anti-busing activities in the 1970s. The fifth report explores King's political beliefs and his activism on behalf of people of color. Lydon notes that the white community tends to see King as a protest leader. Lydon reviews King's involvement in political issues in the 1960s and 1970s. Lydon interviews Paul Parks, Herbert Gleason, Ruth Batson, Andrew Natsios (State Representative), Tunney Lee (professor, MIT), and Chuck Turner about King's beliefs and his record as a legislator. The report also includes footage from an interview with King. King talks about his quiet nature and his political philosophy. The report features photographs of King's political activities in the 1960s and 1970s.Christopher Lydon examines differences and similarities between Ray Flynn and Mel King In the sixth report, Lydon interviews King and Flynn about their similarities and differences. Lydon notes that Flynn emphasizes the similarities between him and King, while King accuses Flynn of practicing 'me, too' politics. King and Flynn each speak about their approaches to politics. The report includes footage from an interview with Kenneth Hudson, who talks about the similarities between King and Flynn. Lydon interviews Domenic Bozzotto and Andrew Natsios about each candidates' relations with organized labor. Lydon interviews Herbert Gleason and Jerome Wynegar about why they support Flynn; he interviews Ruth Batson and Chuck Turner about why they support King. Produced by Christy George.