Task: sc_caseorigin

What follows is an opinion from the Supreme Court of the United States. Your task is to identify the court in which the case originated. Focus on the court in which the case originated, not the administrative agency. For this reason, if appropiate note the origin court to be a state or federal appellate court rather than a court of first instance (trial court). If the case originated in the United States Supreme Court (arose under its original jurisdiction or no other court was involved), note the origin as "United States Supreme Court". If the case originated in a state court, note the origin as "State Court". Do not code the name of the state. The courts in the District of Columbia present a special case in part because of their complex history. Treat local trial (including today's superior court) and appellate courts (including today's DC Court of Appeals) as state courts. Consider cases that arise on a petition of habeas corpus and those removed to the federal courts from a state court as originating in the federal, rather than a state, court system. A petition for a writ of habeas corpus begins in the federal district court, not the state trial court. Identify courts based on the naming conventions of the day. Do not differentiate among districts in a state. For example, use "New York U.S. Circuit for (all) District(s) of New York" for all the districts in New York.

Mr. Chief Justice Burger
delivered the opinion of the Court.
We granted certiorari in this case to consider two questions concerning the remedial powers of federal district courts in school desegregation cases, namely, whether a District Court can, as part of a desegregation decree, order compensatory or remedial educational programs for schoolchildren who have been subjected to past acts of de jure segregation, and whether, consistent with the Eleventh Amendment, a federal court can require state officials found responsible for constitutional violations to bear part of the costs of those programs.
I
This case is before the Court for the second time, following our remand, Milliken v. Bradley, 418 U. S. 717 (1974) (Milliken I); it marks the culmination of seven years of litigation over de jure school segregation in the Detroit public school system. For almost six years, the litigation has focused exclusively on the appropriate remedy to correct official acts of racial discrimination committed by both the Detroit School Board and the State of Michigan. No challenge is now made by the State" oFihelocal school board to the prior findings of de jure segregation.
A
In the first stage of the. remedy proceedings, which we reviewed in Milliken I, supra, the District Court, after reviewing several “Detroit-only” desegregation plans, concluded that an interdistrict plan was required to “ 'achieve the greatest degree of actual desegregation... [so that] no school, grade or classroom [would be] substantially disproportionate to the overall pupil racial composition.’ ” 3451. Supp. 914, 918 (ED Mich. 1972), quoted in Milliken I, supra, at 734. On those premises, the District Court ordered the parties to submit plans for “metropolitan desegregation” and appointed a nine-member panel to formulate a desegregation plan, which would encompass a “desegregation area” consisting of 54 school districts,
. In June 1973, a divided Court of Appeals, sitting en banc, upheld, 484 F. 2d 215 (CA6), the District Court’s determination that a metropolitanwide plan was essential to bring about what the District Court had described as “the greatest degree of actual desegregation....” 345 F. Supp., at 918. We reversed, holding that the order exceeded appropriate limits of federal equitable authority as defined in Swann v. Charlotte-Mecklenburg Board of Education, 402 U. S. 1, 24 (1971), by concluding that “as a matter of substantive constitutional right, [a] particular degree of racial balance” is required, and by subjecting other school districts, uninvolved with and unaffected by any constitutional violations, to the court’s remedial powers. Milliken I, supra. Proceeding from the Swann standard “that the scope of the remedy is determined by the nature and extent of the constitutional violation,” we held that, on the record before us, there was no interdistrict violation calling for an interdistrict remedy. Because the District Court’s “metropolitan remedy” went beyond the constitutional violation, we remanded the case for further proceedings “leading to prompt formulation of a decree directed to eliminating the segregation found to exist in the Detroit city schools, a remedy which has been delayed since 1970.” 418 U. S., at 753.
B
Due to the intervening death of Judge Stephen J. Roth, who had presided over the litigation from the outset, the case on remand was reassigned to Judge Robert E. DeMascio. Judge DeMascio promptly ordered respondent Bradley and the Detroit Board to submit desegregation plans limited to the Detroit school system. On April 1, 1975, both parties submitted their proposed plans. Respondent Bradley’s plan was limited solely to pupil reassignment; the proposal called for extensive transportation of students to achieve the plan’s ultimate goal of assuring that every school within the district reflected, within 15 percentage points, the racial ratio of the school district as a whole. In contrast to respondent Bradley’s proposal, the Detroit Board’s plan provided for sufficient pupil reassignment to eliminate “racially identifiable white elementary schools,” while ensuring that “every child will spend at least a portion of his education in either a neighborhood elementary school or a neighborhood junior and senior high school.” 402 F. Supp. 1096, 1116 (1975). By eschewing racial ratios for each school, the Board’s plan contemplated transportation of fewer students for shorter distances than respondent Bradley’s proposal.
In addition to student reassignments, the Board’s plan called for implementation of 13 remedial or compensatory programs, referred to in the record as “educational components.” These compensatory programs, which were proposed in addition to the plan’s provisions for magne/Lschools and vocational high schools, included three of the four components at issue in ’this 'case — in-service training for teachers and administrators, guidance and counseling programs, and revised testing procedures. Pursuant to the District Court’s direction, the State Board of Education on April 21, 1975, submitted a critique of the Detroit Board’s desegregation plan; in its report, the State Board opined that, although “[i]t is possible that none of the thirteen ‘quality education’ components is essential... to correct the constitutional violation...,” 8 of the 13 proposed programs nonetheless deserved special consideration in the desegregation setting. Of particular relevance here, the State Board said:
“Within the context of effectuating a pupil desegregation plan, the in-service training [and] guidance and counseling... components appear to deserve special emphasis.” 4 Record, Doc. 591, pp. 38-39.
After receiving the State Board’s critique, the District Court conducted extensive hearings on the two plans over a two-month period. Substantial testimony was adduced with respect to the proposed educational components, including testimony by petitioners’ expert witnesses. Based on this evidence and on reports of court-appointed experts, the District Court on August 11, 1975, approved, in principle, the Detroit Board’s inclusion of remedial and compensatory educational components in the desegregation plan.
“We find that the majority of the educational com- / ponents included in the Detroit Board plan are essential / for a school district undergoing desegregation. While it is ¡ true that the delivery of quality desegregated educational | services is the obligation of the school board, nevertheless ’t this court deems it essential to mandate educational com- \ ponents where they are needed to remedy effects of past \ segregation, to assure a successful desegregative effort and \ to minimize the possibility of resegregation.” 402 F. \^upp., at 1118.
The District Court expressly found that the two components of testing and counseling, as then administered in Detroit’s schools, were infected with the discriminatory bias of a segregated school system:
“In a segregated setting many techniques deny equal protection to black students, such as discriminatory testing [and] discriminatory counseling... Ibid.
The District Court also found that, to make desegregation work, it was necessary to include remedial reading programs and in-service training for teachers and administrators:
“In a system undergoing desegregation, teachers will require orientation and training for desegregation.... Additionally, we find that... comprehensive reading programs are essential... to a successful desegregative effort.” Ibid.
Having established these general principles, the District Court formulated several “remedial guidelines” to govern the Detroit Board’s development of a final plan. Declining “to substitute its authority for the authority of elected state and local officials to decide which educational components are beneficial, to the school community,” id., at 1145, the District Judge laid down the following guidelines with respect to each of the four educational components at issue here:
(a) Reading. Concluding that “[t]here is no educational component more directly associated with the process of desegregation than reading,” id., at 1138, the District Court directed the General Superintendent of Detroit’s schools to institute a remedial reading and communications skills program “[t]o eradicate the effects of past discrimination....” Ibid. The content of the required program was not prescribed by the court; rather, formulation and implementation of the program was left to the Superintendent and to a committee to be selected by him.
(b) In-Service Training. The court also directed the Detroit Board to formulate a comprehensive in-service teacher training program, an element “essential to a system undergoing desegregation.” Id,., at 1139. In the District Court’s view, an in-service training program for teachers and administrators, to tram professional and instructional personnel to cope with the desegregation process in Detroit, would tend to ensure that all students in a desegregated system would be treated equally by teachers and administrators able, by virtue of special training, to cope with special problems presented by desegregation, and thereby facilitate Detroit’s conversion to a unitary system.
(c) Testing. Because it found, based on record evidence, that Negro children “are especially affected by biased testing procedures,” the District Court determined that, frequently, minority students in Detroit were adversely affected by discriminatory testing procedures. Unless the school system’s tests were administered in a way “free from racial, ethnic and cultural bias,” the District Court concluded that Negro children in Detroit might thereafter be impeded in their educar tional growth. Id., at 1142. Accordingly, the court directed the Detroit Board and the State Department of Education to institute a testing program along the lines proposed by the local school board in its original desegregation plan. Ibid.
(d) Counseling and Career Guidance. Finally, the District Court addressed what expert witnesses had described as psychological pressures on Detroit’s students in a system undergoing desegregation. Counselors were required, the court concluded, both to deal with the numerous problems and tensions arising in the change from Detroit’s dual system, and, more concretely, to counsel students concerning the new vocational and technical school programs available under the plan through the cooperation of state and local officials.
Nine months later, on May 11, 1976, the District' Court A entered its final order. Emphasizing that it had “been careful to order only what is essential for a school district undergoing desegregation,” App. to Pet. for Cert. 117a, the court ordered the Detroit Board and the state defendants to institute comprehensive programs as to the four educational components by the start of the September 1976 school term. The cost of these four programs, the court concluded, was to be equally borne by the Detroit School Board and the State. To / carry out this cost sharing, the court directed the local board to calculate its highest budget allocation in any prior year for/ the several educational programs and, from that base, any/ excess cost attributable to the desegregation plan was to be paid equally by the two groups of defendants responsible for prior constitutional violations, i. e., the Detroit Board and the state defendants.
On appeal, the Court of Appeals for the Sixth Circuit affirmed the District Court’s order concerning the implementation of and cost sharing for the four educational components. 540 F. 2d 229 (1976). The Court of Appeals expressly approved the District Court’s findings as to the necessity for these compensatory programs:
“This finding... is not clearly erroneous, but to the contrary is supported by ample evidence.
“The need for in-service training of the educational staff and development of nondiscriminatory testing is obvious. The former is needed to insure that the teachers and administrators will be able to work effectively in a desegregated environment. The latter is needed to insure that students are not evaluated unequally because of built-in bias in the tests administered in formerly segregated schools.
“We agree with the District Court that the reading and counseling programs are essential to the effort to combat the effects of segregation.
“Without the reading and counseling components, black students might be deprived of the motivation and achievement levels which the desegregation remedy is designed to accomplish.” Id., at 241.
After reviewing the record, the Court of Appeals confirmed that the District Court relied largely on the Detroit School Board in formulating the decree:
“This is not a situation where the District Court ‘appears to have acted solely according to its own notions of good educational policy unrelated to the demands of the Constitution.’ ” Id., at 241-242, quoting Keyes v. School Dist. No. 1, Denver, Colo., 521 F. 2d 465, 483 (CA10 1975), cert. denied, 423 U. S. 1066 (1976).
After upholding the remedial-components portion of the plan, the Court of Appeals went on to affirm the District Court’s allocation of costs between the state and local officials. Analyzing this Court’s decision in Edelman v. Jordan, 415 U. S. 651 (1974), which reaffirmed the rule that the Eleventh Amendment bars an ordinary suit for money damages against the State without its consent, the Court of Appeals held:
“[The District Court’s order] imposes no money judgment on the State of Michigan for past de jure segregation practices. Rather, the order is directed toward the State defendants as a part of a prospective plan to comply with a constitutional requirement to eradicate all vestiges of de jure segregation.” 540 F. 2d, at 245. (Emphasis supplied.)
The Court of Appeals remanded the case for further consideration of the three central city regions untouched by the District Court’s pupil reassignment plan. See n. 12, supra.
The state defendants then sought review in this Court, challenging only those portions of the District Court’s comprehensive remedial order dealing with the four educational components and with the State’s obligation to defray the costs of those programs. We granted certiorari, 429 U. S. 958 (1976), and we affirm.
II
This Court has not previously addressed directly the question whether federal courts can order remedial education programs as part of a school desegregation decree. However, the general principles governing our resolution of this issue are well settled by the prior decisions of this Court. In the first case concerning federal courts’ remedial powers in eliminating de jure school segregation, the Court laid down the basic rule which governs to this day: “In fashioning and effectuating the [desegregation] decrees, the courts will be guided by equitable principles.” Brown v. Board of Education, 349 U. S. 294, 300 (1955) (Brown II).
A
Application of those “equitable principles,” we have held, requires federal courts to focus upon three factors. In the first place, like other equitable remedies, the nature of the desegregation remedy is to be determined by the nature and scope of the constitutional violation. Swann v. Charlotte-Mecklenburg Board of Education, 402 U. S., at 16. The remedy must therefore be related to “the condition alleged to offend the Constitution....” Milliken I, 418 U. S., at 738. Second, the decree must indeed be remedial in nature, that is, it must be designed as nearly as possible “to restore the victims of discriminatory conduct to the position they would have occupied in the absence of such conduct.” Id., at 746. Third, the federal courts in devising a remedy must take into account the interests of state and local authorities in managing their own affairs, consistent with the Constitution. In Brown II the Court squarely held that “[sjchool authorities have the primary responsibility for elucidating, assessing, and solving these problems... 349 U. S., at 299. (Emphasis supplied.) If, however, “school authorities fail in their affirmative obligations... judicial authority may be invoked.” Swann, supra, at 15. Once invoked, “the scope of a district court’s equitable powers to remedy past wrongs is broad, for breadth and flexibility are inherent in equitable remedies.” Ibid.
B
In challenging the order before us, petitioners do not specifically question that the District Court’s mandated programs are designed, as nearly as practicable, to restore the schoolchildren of Detroit to the position they would have enjoyed absent constitutional violations by state and local officials. And, petitioners do not contend, nor could they, that the prerogatives of the Detroit School Board have been abrogated by the decree, since of course the Detroit School Board itself proposed incorporation of these programs in the first place. Petitioners’ sole contention is that, under Swann, the District Court’s order exceeds the scope of the constitutional violation. Invoking our holding in Milliken I, petitioners claim that, since the constitutional violation found by the District Court was the unlawful segregation of students on the basis of race, the, court’s decree must be-limited to remedying unlawful pupil assignments. This contention misconceives the principle petitioners seek to invoke, and we reject their argument.
The well-settled principle that the nature and scope of the remedy axe to be determined by the violation means simply that federal-court decrees must directly address and relate to the constitutional violation itself. Because of this inherent limitation upon federal judicial authority, federal-court decrees exceed appropriate limits if they are aimed at eliminating a condition that does not violate the Constitution or does not flow from such a violation, see Pasadena Bd. of Education v. Spangler, 427 U. S. 424 (1976), or if they are imposed upon governmental units that were neither involved in nor affected by the constitutional violation, as in Milliken I, supra. Hills v. Gautreaux, 425 U. S. 284, 292-296 (1976). But where, as here, a constitutional violation has been found, the remedy does not “exceed” the violation if the remedy is tailored to cure the “ ‘condition that offends the Constitution.' ” Milliken I, supra, at 738. (Emphasis supplied.)
The “condition” offending the Constitution is Detroit's de jure segregated school system, which was so pervasively and persistently segregated that the District Court found that the need for the educational components flowed directly from constitutional violations by both state and local officials. These specific educational remedies, although normally left to the discretion of the elected school board and professional educators, were deemed necessary to restore the victims of discriminatory conduct to the position they would have enjoyed in terms of education had these four components been provided in a nondiscriminatory manner in a school system free from pervasive de jure racial segregation.
In the first case invalidating a de jure system, a unanimous Court, speaking through Mr. Chief Justice Warren, held in Brown v. Board of Education, 347 U. S. 483, 495 (1954) (Brown /): “Separate educational facilities are inherently unequal.” And in United States v. Montgomery County Bd. of Educ., 395 U. S. 225 (1969), the Court concerned itself not with pupil assignment, but with the desegregation of faculty and staff as part of the process of dismantling a dual system. In doing so, the Court, there speaking through Mr. Justice Black, focused on the reason for judicial concerns going beyond pupil assignment: “The dispute... deals with faculty and staff desegregation, a goal that we have recognized to be an important aspect of the basic task of achieving a public school system wholly free from racial discrimination.” Id., at 231-232. (Emphasis supplied.)
Montgomery County therefore stands firmly for the proposition that matters other than pupil assignment must on occasion be addressed by federal courts to eliminate the effects of prior segregation. Similarly, in Swann we reaffirmed the principle laid down in Green v. County School Bd., 391 U. S. 430 (1968), that “existing policy and practice with regard to faculty, staff, transportation, extracurricular activities, and facilities were among the most important indicia of a segregated system.” 402 U. S., at 18. In a word, discriminatory student assignment policies can themselves manifest and breed other inequalities built into a dual system founded on racial discrimination. Federal courts need not, and cannot, close their eyes to inequalities, shown by the record, which flow from a longstanding segregated system.
C
In light of the mandate of Brown I and Brown II, federal courts have, over the years, often required the inclusion of remedial programs in desegregation plans to overcome the inequalities inherent in dual school systems. In 1966, for example, the District Court for the District of South Carolina directed the inclusion of remedial courses to overcome the effects of a segregated system:
“Because the weaknesses of a dual school system may have already affected many children, the court would be remiss in its duty if any desegregation plan were approved which did not provide for remedial education courses. They shall be included in the plan.” Miller v. School District 2, Clarendon County, S. C., 256 F. Supp. 370, 377 (1966).
In 1967, the Court of Appeals for the Fifth Circuit, then engaged in overseeing the desegregation of numerous school districts in the South, laid down the following requirement in an en banc decision:
“The defendants shall-provide remedial education programs which permit students attending or who have previously attended segregated schools to overcome past inadequacies in their education.” United States v. Jefferson County Board of Education, 380 F. 2d 385, 394, cert. denied, 389 U. S. 840 (1967). (Emphasis supplied.)
See also Stell v. Board of Public Education of Savannah, 387 F. 2d 486, 492, 496-497 (CA5 1967); Hill v. Lafourche Parish School Board, 291 F. Supp. 819, 823 (ED La. 1967); Redman v. Terrebonne Parish School Board, 293 F. Supp. 376, 379 (ED La. 1967); Lee v. Macon County Board of Education, 267 F. Supp. 458, 489 (MD Ala. 1967); Graves v. Walton County Board of Education, 300 F. Supp. 188, 200 (MD Ga. 1968), aff’d, 410 F. 2d 1153 (CA5 1969). Two years later, the Fifth Circuit again adhered to the rule that district courts could properly seek to overcome the built-in inadequacies of a segregated educational system:
“The trial court concluded that the school board must establish remedial programs to assist students who previously attended all-Negro schools when those students transfer to formerly all-white schools.... The remedial programs... are an integral part of a program for compensatory education to be provided Negro students who have long been disadvantaged by the inequities and discrimination inherent in the dual school system. The requirement that the School Board institute remedial programs so far as they are feasible is a proper exercise of the court’s discretion.” Plaquemines Parish School Bd. v. United States, 415 F. 2d 817, 831 (1969). (Emphasis supplied.)
In the same year the United States District Court for the Eastern District of Louisiana required school authorities to come forward with a remedial educational program as part of a desegregation plan. “ 'The defendants shall provide remedial education programs which permit students... who have previously attended all-Negro schools to overcome past inadequacies in their education.’ ” Smith v. St. Tammany Parish School Board, 302 F. Supp. 106, 110 (1969), aff’d, 448 F. 2d 414 (CA5 1971). See also Moore v. Tangipahoa Parish School Board, 304 F. Supp. 244, 253 (ED La. 1969); Moses v. Washington Parish School Board, 302 F. Supp. 362, 367 (ED La. 1969).
In the 1970’s, the pattern has been essentially the same. The Fifth Circuit has, when the fact situation warranted, continued to call for remedial education programs in desegregation plans. E. g., United States v. Texas, 447 F. 2d 441, 448 (1971), stay denied sub nom. Edgar v. United States, 404 U. S. 1206 (1971) (Black, J., in chambers). To that end, the approved plan in United States v. Texas required:
''[Curriculum offerings and programs shall include specific educational programs designed to compensate minority group children for unequal educational opportunities resulting from past or present racial and ethnic isolation....” 447 F. 2d, at 448.
See also George v. O’Kelly, 448 F. 2d 148, 150 (CA5 1971). And, as school desegregation litigation emerged in other regions of the country, federal courts have likewise looked in part to remedial programs, when the record supported an order to that effect. See, e. g., Morgan v. Kerrigan, 401 F. Supp. 216, 235 (Mass. 1975), aff’d, 530 F. 2d 401 (CA1), cert. denied sub nom. White v. Morgan, 426 U. S. 935 (1976); Hart v. Community School Board of Brooklyn, 383 F. Supp. 699, 757 (EDNY 1974), aff’d, 512 F. 2d 37 (CA2 1975); cf. Booker v. Special School Dist. 1, Minneapolis, Minn., 351 F. Supp. 799 (Minn. 1972).
Finally, in addition to other remedial programs, which could, if circumstances warranted, include programs to remedy deficiencies, particularly in reading and communications skills, federal courts have expressly ordered special in-service training for teachers

Question: What is the court in which the case originated?
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当. Ohio U.S. Circuit for (all) District(s) of Ohio
情. Oregon U.S. Circuit for the District of Oregon
口. Pennsylvania U.S. Circuit for (all) District(s) of Pennsylvania
合. Rhode Island U.S. Circuit for the District of Rhode Island
车. South Carolina U.S. Circuit for the District of South Carolina
实. Tennessee U.S. Circuit for (all) District(s) of Tennessee
组. Texas U.S. Circuit for (all) District(s) of Texas
版. Vermont U.S. Circuit for the District of Vermont
周. Virginia U.S. Circuit for (all) District(s) of Virginia
址. West Virginia U.S. Circuit for (all) District(s) of West Virginia
记. Wisconsin U.S. Circuit for (all) District(s) of Wisconsin
二. Wyoming U.S. Circuit for the District of Wyoming
同. Circuit Court of the District of Columbia
业. Nebraska U.S. Circuit for the District of Nebraska
权. Colorado U.S. Circuit for the District of Colorado
其. Washington U.S. Circuit for (all) District(s) of Washington
进. Idaho U.S. Circuit Court for (all) District(s) of Idaho
试. Montana U.S. Circuit Court for (all) District(s) of Montana
验. Utah U.S. Circuit Court for (all) District(s) of Utah
料. South Dakota U.S. Circuit Court for (all) District(s) of South Dakota
传. North Dakota U.S. Circuit Court for (all) District(s) of North Dakota
述. Oklahoma U.S. Circuit Court for (all) District(s) of Oklahoma
集. Court of Private Land Claims
多. United States Supreme Court
Answer:

Answer: 注