Determining whether statistically significant differences occur in the measured achievement of a group of 608 white pupils, 127 Lumbee Indian pupils, and 680 black pupils--from a newly racially integrated North Carolina school system--this study analyzed academic performance with respect to each student ethnic group, each teacher ethnic group, and each student-teacher ethnic combination. The research procedure involved administration of the California Achievement Test to grades 6 through 12 and was readministered with the California Test of Mental Maturity the following spring semester. Findings were that (1) black students performed better after integration than before integration, and white and Indian students experienced no negative effects in achievement; (2) relative to student ability and pretest scores, black students had a significantly higher language and mathematics score; (3) there was no significant difference in how each ethnic group of teachers affected student performance; and (4) there was interaction between the race of the student and the race of the teacher which affected the students' academic achievement in language. Twenty-one tables, 17 figures, and 28 references are included. (Author/MJB)