The contributors to the panel discussion reported here are divided on whether the Brown decision was an attack on racial separation or an affirmation of parents' right to choose which schools their children attend. Nor do they agree on the role social science research has played in school desegregation litigation. Some contributors claim that the Brown decision has been fully implemented, since there are no longer any laws requiring or permitting segregation on grounds of race. Others, however, point to the delaying tactics used by many school districts to prevent immediate implementation of desegregation plans. Harmful effects of the Brown decision are also identified: attention and resources were diverted away from upgrading the quality of black schools; and desegregation orders have promoted white flight from central cities. The contributors are also divided on the effect of desegregation policies on the scholastic achievement of black children. Segregation of Hispanics is another problem addressed. Value priorities identified with respect to the contemporary meaning of the Brown decision include (1) anticoercion; (2) more equitable resource allocations; (3) desegregation; and (4) cultural preservation. Two major policy directions are suggested by the contributors: metropolitanwide school desegregation and improving schools where they are. (Author/MC)