THE BULK OF THIS PAMPHLET IS A RECOUNTING OF THE HISTORY OF THE DESEGREGATION OF THE WASHINGTON, D.C. PUBLIC SCHOOLS. MANY ANECDOTES ILLUSTRATE THE PROCESS OF COMMUNITY ADJUSTMENT. SPECIAL ATTENTION IS GIVEN TO DISCIPLINE, SOCIAL ACTIVITIES, ATHLETICS, AND INSERVICE TEACHER EDUCATION IN THE INTEGRATED SCHOOLS. THE MOST COMMON FEAR OF PARENTS WAS THAT INTEGRATION WOULD LOWER EDUCATIONAL STANDARDS FOR ALL CHILDREN. WHEN 1955 CITYWIDE ACHIEVEMENT TESTS WERE CONSIDERABLY BELOW NATIONAL STANDARDS, ORGANIZED COMMUNITY PARENTS DECIDED TO WORK ON THE PROBLEM BY DEMANDING BETTER FISCAL SUPPORT FOR MORE TEACHERS TO REDUCE CLASS SIZE AND TO SET UP SPECIAL CLASSES FOR THE RETARDED. AT THE TIME OF THE PUBLICATION OF THIS PAMPHLET, A BROAD SCHOOL IMPROVEMENT PROGRAM HAD BEEN DEVELOPED, AND ALREADY COMPLETED CURRICULUM REORGANIZATION HAD RESULTED IN INCREASED HOMOGENEOUS GROUPING AT ALL LEVELS. A SKILLS PROGRAM HAD BEEN RE-EMPHASIZED AND PROMOTIONAL PRACTICES HAD BEEN RE-EXAMINED. EMPHASIS ON SUBJECT MATTER STANDARDS HAD INCREASED. SPECIAL EDUCATION FOR THE ATYPICAL SLOW LEARNER AND THE EDUCATIONALLY AND EMOTIONALLY HANDICAPPED WAS BEING STRESSED, AND PLANS WERE BEING MADE TO REDUCE CLASS SIZE IN ELEMENTARY SCHOOLS AND TO INITIATE AN EXTENSIVE BUILDING PROGRAM. (AF)