CONSISTING MAINLY OF TABLES, THIS REPORT PRESENTS THE FINDINGS OF A STATISTICAL STUDY WHICH EXAMINED THE DIFFERENCES AND SIMILARITIES AMONG 733 PROJECT TALENT SENIOR HIGH SCHOOLS WITH VARYING PROPORTIONS OF NEGRO ENROLLMENT. THE FACTORS STUDIED IN THESE SCHOOLS WERE EDUCATIONAL OUTCOMES, SCHOOL PRACTICES, STUDENT BODY CHARACTERISTICS, AND SCHOOL BOARD POLICIES. FINDINGS ARE BASED ON RESPONSES TO 17 QUESTIONS FROM THE GENERAL SCHOOL CHARACTERISTICS QUESTIONNAIRE AND TWO ITEMS FROM THE GUIDANCE PROGRAM QUESTIONNAIRE. DATA ON PUPIL CHARACTERISTICS SHOW THAT THERE IS A TENDENCY FOR MEAN PROJECT TALENT TEST SCORES TO DECREASE AS THE NEGRO ENROLLMENT PERCENTAGE INCREASES. TEST MEANS ARE ABOUT AS HIGH FOR SCHOOLS ENROLLING 1-97 PERCENT NEGROES AS FOR SCHOOLS WITH NO NEGROES. MOST TEST MEANS SHOW SMALL DIFFERENCES BETWEEN SCHOOLS IN LOW- AND MEDIUM-QUALITY HOUSING AREAS. THE HIGHER THE NEGRO ENROLLMENT, THE SMALLER THE PERCENTAGE OF STUDENTS ENTERING COLLEGE, BUT COLLEGE ENTRANCE IS POSITIVELY RELATED TO SIZE OF SCHOOL AND COMMUNITY AND HOUSING QUALITY REGARDLESS OF THE EXTENT OF NEGRO ENROLLMENT. DROPOUT RATES, INCIDENCE PUPILS WITH A SPANISH OR LATIN AMERICAN BACKGROUND, AND ABSENTEEISM ARE HIGHER IN SCHOOLS WITH GREATER NEGRO ENROLLMENT. THERE ARE VARIOUS RELATIONSHIPS AMONG THE SCHOOL POLICY AND PRACTICE VARIABLES OF CLASS SIZE, AVERAGE ANNUAL PER PUPIL EXPENDITURE, STARTING SALARY OF MALE TEACHERS, TEACHER EXPERIENCE, LIBRARY SIZE, GUIDANCE PROGRAM AND BUDGET, AMOUNT OF HOMEWORK, ADVANCE PLACEMENT COURSES, AND AVAILABILITY OF SUMMER PROGRAMS. (NH)