This study, using extensive data collected by the Educational Testing Service in 1974, examines four categories of interventions that may influence interracial behaviors and attitudes in schools. The categories examined are: (1) attempts to change teacher or principal attitudes by means of workshops; (2) attempts to change student attitudes by providing minority history classes, portraying minorities in positive roles in textbooks and in school positions, and discussing race relations in class; (3) heterogeneous grouping, either within or between classes, and (4) attempts to change student behavior directly by assigning them to work and play in mixed-racial groups. The major finding of the study is that the fourth category, actual interaction among students, has by far the strongest positive influence on students' interracial attitudes and behaviors. (Author)