This paper examines the major social science contributions to racial balance as a policy alternative to the unequal educational opportunity suffered by Afro-Americans. It is argued that, although the policy is considered by advocates and the courts to be a remedy for discrimination, it is in fact a continuation of white dominance, or racism. It is pointed out that support of this policy by proponents who are usually anti-racist creates a paradoxical situation. It is reasoned that the basis for this paradox rests with a certain lack of logic on the part of social scientists in both the "Brown" decision and the more recent "Racial Isolation Report." Poor conceptualization and inadequate or inappropriate methods are cited as reasons for a misleading understanding of what constitutes segregation and discrimination. These problems are discussed in detail along with a discussion of research findings which show that the benefits of desegregation are mixed but more often detrimental to Afro-American children. Replacement of the "race analysis" model with a class model is proposed for dealing with the problems discussed. The class model is described as having more explanatory power for the discrepancy between white and black achievement and as having more potential for uniting whites and blacks around a more broadly conceived issue of quality education and attacking the more fundamental problem of class bias in the schools. (Author/EB)