Cite as: 503 U. S. 467 (1992)
Opinion of the Court
simply to vindicate a legal phrase. The law is not so formal-istic. A proper rule must be based on the necessity to find a feasible remedy that ensures system-wide compliance with the court decree and that is directed to curing the effects of the specific violation.
We next consider whether retention of judicial control over student attendance is necessary or practicable to achieve compliance in other facets of the school system. Racial balancing in elementary and secondary school student assignments may be a legitimate remedial device to correct other fundamental inequities that were themselves caused by the constitutional violation. We have long recognized that the Green factors may be related or interdependent. Two or more Green factors may be intertwined or synergistic in their relation, so that a constitutional violation in one area cannot be eliminated unless the judicial remedy addresses other matters as well. We have observed, for example, that student segregation and faculty segregation are often related problems. See Dayton Bd. of Education v. Brink-man, 443 U. S. 526, 536 (1979) (Dayton II) (" '[P]urposeful segregation of faculty by race was inextricably tied to racially motivated student assignment practices' "); Rogers v. Paul, 382 U. S. 198, 200 (1965) (students have standing to challenge racial allocation of faculty because "racial allocation of faculty denies them equality of educational opportunity without regard to segregation of pupils"). As a consequence, a continuing violation in one area may need to be addressed by remedies in another. See, e. g., Bradley v. Richmond School Bd., 382 U. S. 103, 105 (1965) (per curiam) ("There is no merit to the suggestion that the relation between faculty allocation on an alleged racial basis and the adequacy of the desegregation plans is entirely speculative"); Vaughns v. Board of Education of Prince George's County, 742 F. Supp. 1275, 1291 (Md. 1990) ("[T]he components of
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