VARIOUS ASPECTS OF A NEW YORK CITY COMMUNITY ZONING PLAN (CZP) ARE EVALUATED IN THIS REPORT. INITIATED IN 1964, THE PLAN WAS DESIGNED TO IMPROVE THE ETHNIC BALANCE IN THE SCHOOLS BY PAIRING SELECTED ELEMENTARY SCHOOLS TO CREATE SINGLE ATTENDANCE ZONES. STUDENTS IN THE LOWER GRADES ATTENDED ONE SCHOOL WHILE THOSE IN THE UPPER GRADES ATTENDED THE OTHER. CLASS SIZES WERE REDUCED, ADDITIONAL TEACHING STAFF HIRED, AND THE NUMBER OF SCHOOL AIDES INCREASED. STATISTICAL DATA ARE PRESENTED ON STUDENTS' ACHIEVEMENT IN READING AND ARITHMETIC, SCHOOL ATTENDANCE AND RACIAL ENROLLMENT, AND PER-PUPIL EXPENDITURES. CURRICULUM PRACTICES AND MATERIALS AND CHANGES IN STUDENTS' BEHAVIOR, INCLUDING THEIR INTERRACIAL RELATIONSHIPS, ARE ALSO REPORTED, AND THE REACTIONS OF TEACHERS AND COMMUNITY ZONING ADMINISTRATORS TO THE PLAN ARE ASSESSED. IN GENERAL, THE ADMINISTRATORS REPORTED THAT MANY ADVANTAGES RESULTED FROM THE PLAN AND THAT ETHNIC BALANCE IN THE RE-ZONED SCHOOLS HAD IMPROVED. HOWEVER, TEACHER REACTION TO THE PROGRAM WAS MIXED. ON STANDARDIZED TESTS STUDENTS FREQUENTLY EXCEEDED THE EXPECTED GAINS. AMONG THE RECOMMENDATIONS MADE BY SCHOOL ADMINISTRATORS ARE SUGGESTIONS FOR THE APPOINTMENT OF MORE EXPERIENCED TEACHERS, LONGER PREPARATION IN THE COMMUNITY BEFORE THE PAIRING OF SCHOOLS, AND THE INTEGRATION OF THE CZP INTO THE MORE EFFECTIVE SCHOOLS PROGRAM. (DK)