Between 1968 and 1980, segregation by district increased, reflecting the effects
of both white flight from desegregation and longer - term trends, including suburbanization.
Both sought to achieve these objectives while preserving their commitment to other educational goals, e.g., districtwide commitment to high quality public schools, increased pupil assignment to neighborhood schools, diminished use of busing, greater student choice, reduced
risk of white flight, and so forth.
This effort peaked in the 1980s and since then, schools have become re-segregated in no small part
because of white flight.
Some New York City neighborhoods are currently undergoing dramatic demographic shifts as white middle and upper - class families move back into the city, essentially a
reversal of the white flight that occurred in the early 1950s in an attempt to escape the growing populations of African Americans in the cities (Burns Stillman 2012).
The required ratio of whites to blacks in each of the Columbus schools explains why there was not an immediate and quick
episode of white flight in Columbus.
To sow the
seed of white flight, a real estate agent would sometimes buy a house in a block and then resell it to a black family.