THE MAJOR OBJECTIVE OF THE STUDY WAS TO DETERMINE THE GENERAL EFFECTS OF CLOSED PUBLIC SCHOOLS ON THE SOCIOLOGICAL ENVIRONMENT OF A NEGRO POPULATION. A SECONDARY OBJECTIVE WAS TO EXPLORE THOSE FACTORS WHICH RESULT FROM EDUCATIONAL AND SOCIAL DEPRIVATION. EXTENSIVE BACKGROUND INFORMATION WAS ACQUIRED ON BOTH THE ADULT AND NON-ADULT NEGRO MEMBERS OF THE COMMUNITY. THE INFORMATION WAS INTEGRATED WITH SUBSEQUENT INTERVIEW AND TEST RESPONSES. MAJOR FINDINGS WERE THAT CHILDREN'S ACADEMIC ACHIEVEMENT WAS SEVERELY RETARDED, THE INTELLIGENCE SCORES OF CHILREN WERE DEPRESSED FROM 15 TO 30 POINTS, COMMUNICATION BETWEEN NEGROES AND WHITES WAS REDUCED TO A MINIMAL LEVEL, SHORT-TERM REMEDIAL PROGRAMS WERE PARTIALLY EFFECTIVE BUT NOT ADEQUATE SUBSTITUTES FOR CONTINUED EDUCATION, AND INTERIM SCHOOLING WAS RELATED TO CHILDREN'S LOW OCCUPATIONAL AND EDUCATIONAL ASPIRATION LEVEL. THE PERMANENCE OF EFFECTS ON ACHIEVEMENT AND I.Q. SHOULD BE INVESTIGATED, WITH PARTICULAR OBSERVATION OF EFFECTS OF DEPRIVATION DURING EARLY SCHOOL YEARS. OTHER PERMANENT EFFECTS TO BE STUDIED SHOULD INCLUDE READING-READINESS, CREATIVITY, AND SELF-CONCEPT. AN APPENDIX IS INCLUDED.