This report on school desegregation consists of two parts. Part one is made up of two case studies designed to explore the manner in which Federal and State compensatory education policies affect educational equity at the local level in two Michigan districts that have been desegregated for several years. The degree of educational equity in the schools is identified by (1) the extent of resegregation; (2) the extent to which they provide a common educational experience for all students or differentiate objectives, curricula and materials for target students; and (3) achievement outcomes for target students in the various compensatory programs (Title I, Article 3 of the Michigan Public Act 94, Federal and State bilingual programs, and the Emergency School Aid Act). Part two of the report is the result of three symposia held in 1980 at Michigan State University. For the first symposium, media experts were brought together to define desegregation policy issues which might be scientifically researched in order to provide pertinent information to professionals involved in school desegregation. The second symposium was held for educational policy makers at the local, State, and national levels, while the third was attended by legal professionals. In this section of the report, desegregation related issues that have concerned educators since the 1954 "Brown" decision are reviewed, and a new set of concerns as seen by participants from the various professions are raised. (Author/GC)