It is pointed out that there is little expert research on the effects of de facto segregation in schools in the North and the West. Too often an oversimplified casual relationship is drawn which explains the educational gap between white and Negro students in de facto segregated schools. Other factors considered in analyzing educational status differences are quality of teaching, home and neighborhood influences, and the nature of the influence of biracial classes on pupils of both races. A simple count of the concentration of Negroes in a given school becomes sufficient motivation for many parents to press for desegregation. The suggested integration methods of pairing, redistricting, busing, and new school locations can be effective measures, especially in small communities. Integrating the inner core area schools of large cities, however, raises special problems which can be resolved in varying degrees by free choice transfer policies, opening special schools in ghetto areas for which white students would be recruited, and cooperation between public schools and prestigious universities, church groups, and private schools. (NH)