ATLANTA HAS MADE AN ATTEMPT TO GET AT THE DIFFERENCES BETWEEN THE ACHIEVEMENT OF NEGRO AND WHITE PUPILS IN A SEGREGATED SYSTEM BY USING AN OUTSIDE AGENCY TO ORGANIZE AND IMPLEMENT A COMPREHENSIVE SURVEY. THE WASHINGTON SCHOOL SYSTEM HAS COMPLETED 5 YEARS UNDER AN INTEGRATED ARRANGEMENT AND IS OFFERED AS AN EXAMPLE OF WHAT MAY HAPPEN TO SCHOLASTIC STANDARDS WITH INTEGRATION. IN ATLANTA, IT WAS FOUND THAT--DIFFERENCES IN INDIVIDUAL ACHIEVEMENT WERE MARKED, AND DIFFERENCES WITHIN ANY RACIAL GROUP WERE GREATER THAN DIFFERENCES BETWEEN GROUPS, THE OVERLAP IN THE ACHIEVEMENT OF THE WHITE AND NEGRO GROUPS WAS QUITE CONSIDERABLE, AND THAT IN THE SEGREGATED SYSTEM, THE RACIAL DIFFERENCES IN ACHIEVEMENT WERE MORE PRONOUNCED IN THE HIGHER GRADES THAN IN THE BEGINNING GRADES. THE WASHINGTON STUDY REVEALED THAT MARKED PROGRESS WAS MADE IN ACADEMIC ACHIEVEMENT AFTER INTEGRATION, A GAIN WAS MADE IN THE MEDIAN SCORE FOR EVERY SUBJECT TESTED AT EVERY GRADE LEVEL. WITH THE INTRODUCTION OF THE FOUR-TRACK SYSTEM (A PROGRAM INTRODUCED AS A MEANS OF RAISING STANDARDS FOR THE TOP STUDENTS) THE TOP STUDENTS SHOWED SIGNIFICANT GAINS AS MEASURED BY PERCENTILE SCORES. BOTH STUDIES SHOWED THAT, UNDER A SEGREGATED PLAN, PROPORTIONATELY MORE OF THE WHITE PUPILS THAN NEGRO MET STANDARDS SET BY THE TOP 50 PERCENT OF THE NATIONAL TEST GROUP. INTEGRATION WAS ACCOMPANIED BY A DEFINITE DECREASE IN INCIDENCES OF JUVENILE DELINQUENCY AMONG THE NONWHITES AND A REDUCTION IN DROPOUTS BETWEEN THE 9TH AND 10TH GRADES FOR BOTH RACIAL GROUPS.