Editing Desegregation busing (section)

===Effect on academic performance===
In 1978, a proponent of busing, Nancy St. John, studied 100 cases of urban busing from the North and did not find what she had been looking for;<ref name="'70s 252" /> she found no cases in which significant black academic improvement occurred, but many cases where race relations suffered due to busing, as those in forced-integrated schools had worse relations with those of the opposite race than those in non-integrated schools.<ref name="'70s 252" /> Researcher David Armour, also looking for hopeful signs, found that busing "heightens racial identity" and "reduces opportunities for actual contact between the races".<ref name="'70s 252" />
A 1992 study led by [[Harvard University]] [[Gary Orfield|Professor Gary Orfield]], who supports busing, found black and Hispanic students lacked "even modest overall improvement" as a result of court-ordered busing.<ref name="Status of School Desegregation">{{cite book |title=Status of School Desegregation: The Next Generation |last=Orfield |first=Gary |author-link= Gary Orfield |author2=Franklin Monfort |year=1992 |publisher=National School Boards Association |location=Alexandria, VA |isbn=978-0-88364-174-3}}</ref>

Economist [[Thomas Sowell]] wrote that the stated premise for school busing was flawed, as ''de facto'' racial segregation in schools did not necessarily lead to poor education for black students.<ref>'When Chief Justice Warren said that "separate educational facilities are inherently unequal," he was within walking distance of an all-black public high school that sent a higher percentage of its graduates on to college than any white public high school in Washington. As far back as 1899, that school's students scored higher on tests than two of the city's three white academic public high schools.'Thomas Sowell (June 30, 2015) [http://jewishworldreview.com/cols/sowell063015.php3 Supreme Court Disasters], Jewish World Review. Retrieved 22 September 2019</ref>