Using meta analysis techniques from a 1977 article by G.V. Glass, this study sought to determine the effects of desegregation on academic achievement when students were grouped by academic subject, grade level, and length of desegregation. Data were obtained from 71 studies (conducted between 1955 and 1977) concerned with the effects of desegregation on academic achievement in children from grades K-12. The results indicate that the experimental (desegregated) groups in these studies benefited by 0.16 standard deviations. Differences were also observed by academic subject, grade level, and length of desegregation, although none of these differences was statistically significant. This study suggests that the meta analysis can be profitably used to expand the knowledge base in the area of desegregation and academic achievement. (Author/GC)