The purpose of this study is to discover the effects of pupil race and racial balance in schools on educational achievement. A brief review of pertinent background factors and related research literature is presented, followed by an explanation of the study itself. Subjects were one hundred and sixty black and white students in the Tacoma, Washington, public schools, who ranged from primary to junior high school levels. Of the 96 four-group comparisons of variables, 32 at each level, only four showed significant differences. Three of the four were racial effects, Caucasians scoring higher than Negroes in primary mathematics, intermediate language arts, and intermediate composite. No school effects were indicated at any level. The sole interaction effect indicated that Caucasians in nonsegregated schools scored higher than Caucasians in de facto segregated schools on the primary composite. Results of the study suggest that neither pupil race nor racial composition of school per se, considered alone or interactively, seemed to have a substantial effect on academic performance when other relevant variables were controlled. (Author/JW)