PRESENTLY, TWO DISTINCT GROUPS ARE IN DISAGREEMENT ABOUT HOW TO OFFER THE BEST POSSIBLE EDUCATION TO NEGROES IN THE NORTH. SCHOOL AUTHORITIES CALL FOR MORE COMPENSATORY EDUCATION PROGRAMS IN NEGRO SCHOOLS BUT DO NOT ATTEMPT TO ALTER THE SCHOOLS SEGREGATED STRUCTURE, WHILE CIVIL RIGHTS LEADERS, REPRESENTING ANOTHER VIEW, DEMAND AN END TO SEGREGATED SCHOOLS WITHOUT REGARD FOR WHAT HAPPENS TO THE CHILD IN THE SCHOOL AFTER DESEGREGATION. RECENT EXPERIENCES, HOWEVER, SHOW THAT SCHOOL DESEGREGATION ALONE IS NOT AN ADEQUATE APPROACH TO EQUALITY BECAUSE IT DOES NOT SOLVE THE PROBLEMS OF THE LOWER ACADEMIC ACHIEVEMENT OF NEGROES IN RECENTLY DESEGREGATED SCHOOLS. CLASSES IN THESE SCHOOLS REMAIN SEGREGATED BECAUSE OF ABILITY GROUPING, AND TRUE EQUALITY IS THWARTED IN ANOTHER WAY BY THE MIDDLE CLASS BIAS OF MUCH INSTRUCTIONAL MATERIAL. IN ADDITION, MANY TEACHERS ARE INADEQUATELY PREPARED TO COPE WITH THE PROBLEMS THAT ARE THE PRODUCTS OF DESEGREGATION. THE AUTHOR FELT THAT TO OFFER THE NEGRO EQUAL EDUCATIONAL OPPORTUNITY, DESEGREGATION AND COMPENSATORY EFFORTS MUST BE CARRIED ON SIMULTANEOUSLY. THEN THERE WILL BE INTEGRATED SCHOOLS FUNCTIONING ON A HIGH LEVEL OF EQUALITY. THIS ARTICLE WAS PUBLISHED IN "IRCD BULLETIN," SEPTEMBER 1965. (JL)