This paper presents further evidence bearing on the hypothesis that the academic performance of students is associated more closely with the friendliness or unfriendliness of interracial contact than with the sheer opportunity for interracial contact. In addition, evidence is presented concerning the relationship of interracial contact and of academic performance to certain subjective outcomes: acceptance of academic goals, fear, anger, and expectance of success. These have been hypothesized to intervene between interracial contact and academic outcomes. The data come from a large scale study of interracial contact in twelve public high schools in Indianapolis, Indiana. Following extensive interviews with students, teachers, and administrators, a two-part student questionnaire was prepared. Data concerning racial composition of classes, ability grouping, grades, and achievement scores were obtained from school records. The results of this study are consistent with those of most previous studies in showing that racial mixing of students had only small effects on the academic performance of black students. The results also indicate that the academic performance of white students tends to be somewhat poorer in classes which are heavily black. Results of this study also indicate that, contrary to the hypothesis advanced by some writers, the nature of interracial contact; either in grade school or in high school had almost no effect on academic outcomes in high school. The results of this study suggest that the small and inconsistent effects which interracial contact has been found to have on black students' academic performance are not likely to be enhanced by increasing the friendliness of that contact. In fact, the results suggest that the racial composition of classes, while not having large effects, may be more important than the friendliness or unfriendliness of contact between the races. (Author/AM)