This study was designed to test school effects on verbal and math achievement, learning interests, self-concept, fate control, and post-high school plans of black high school students. Fifty eight matched pairs of black high school students from seven parochial and six public high schools in a large midwestern city were collectively and individually. One-half of each pair attended a desegregated high school; the other half attended either a segregated or desegregated public high school. Each pair was matched on: (1) attendance at the same elementary school in the eighth grade; (2) the same eighth grade IQ (within 4 points); and, (3) the same family socio economic status (father and mother's occupation and education). The Educational Testing Service SCAT-II was used to assess verbal and math achievement. Learning interests, fate control and self concept questions were taken from the Equal Educational Opportunities Survey (EEOS). Post high school aspiration questions were drawn from EEOS, Project Talent and other sources. This study supported research that indicated academic achievement for black students is higher in segregated than segregated educational settings. It also supported research that has shown that social class integration is also a factor in higher academic achievement scores for black students. (Author/JM)