In order to answer questions about the impact of desegregation upon the academic achievement and attitude of pupils and reactions of teachers, parents, and the community, longitudinal evaluation plans were adopted. The primary subjects were the 10,981 pupils who ranged from kindergarten through grade 8 in September 1967, at the start of complete desegregation. Since no laboratory desegregation experiment was possible, a number of quasi-experimental strategies were used. While teachers and some parents were surveyed by questionnaire, much of the community information was collected via unobtrusive measures such as systematic observation, and analysis of archival records and voting patterns. The results show that traveling to new schools by bus had no adverse effects upon the pupils, black or white. Bussed black pupils from formerly segregated schools showed greater group mean gains than their non-bussed transferred former classmates. Individual predictions among bussed black pupils were less reliable, however. Desegregation has had a profound influence upon community life. Black parents have taken an increasingly active part in school related activities. (Author/JW)