Editing Desegregation busing (section)

=== Sociological study ===
Another catalyst for the development of busing was an influential [[sociological]] report on educational equality commissioned by the U.S. government in the 1960s. It was one of the largest studies in history, with more than 150,000 students in the sample. The result was a massive report of over 700 pages. That 1966 report—titled "Equality of Educational Opportunity" (or often simply called the "Coleman Report" after its author [[James Samuel Coleman|James Coleman]])—contained many controversial findings.<ref name="Kiviat">Kiviat, Barbara J. (2000) "[http://www.jhu.edu/~jhumag/0400web/18.html The Social Side of Schooling]", ''Johns Hopkins Magazine'', April 2000. Retrieved 30 December 2008.</ref><ref name="Hanushek">Hanushek, Eric A. (1998), "[http://newyorkfed.org/research/epr/98v04n1/9803hanu.pdf Conclusions and Controversies about the Effectiveness of School Resources]", ''Economic Policy Review'', Federal Reserve Bank of New York, 4(1): pp. 11–27. Retrieved 30 December 2008</ref> One conclusion from the study was that, while black schools in the South were not significantly underfunded as compared to white schools, and while per-pupil funding did not contribute significantly to differences in educational outcomes, socially disadvantaged black children still benefited significantly from learning in mixed-race classrooms. Thus, it was argued that busing (as opposed to simply increasing funding to segregated schools) was necessary for achieving racial equality.{{citation needed|date=June 2019}}