This study compares the academic preparation of American Indian, Black, and Hispanic American students with that of White students in the Omaha (Nebraska) Public Schools (OPS). The following measures were examined: (1) racial composition, indicating the school's social and academic atmosphere; (2) student-teacher ratios, indicating educational quality; (3) California Achievement Test (CAT) scores, indicating academic achievement; (4) placement of special needs students, indicating educational quality; and (5) the number of high school graduates who attend college or obtain employment. The following findings are discussed: (1) the voluntary desegregation plan has increased the social, economic, and ethnic diversity of the schools; (2) the teaching staff has been more equitably distributed among the schools and the student-teacher ratios have been reduced; (3) minority group students tend to score lower on achievement tests than do White students, but the difference decreases over time; (4) more minority group students are placed in remedial programs than White students and more White students are placed in programs for the gifted than minority group students; and (5) a large percentage of both minority group students and White students continue their education and/or find employment after high school graduation, but the difference between minority group students and White students persists. Statistical data are presented in seven tables. A list of nine references is appended. (FMW)