This publication aims to present findings of recent research studies, especially relevant to everyday school practices, which affect the provision and realization of equal educational treatment. First, three historical studies which challenge three misconceptions that form the heritage of racial segregation and discrimination in the U.S. are discussed. Several studies address the issue of economics of equality or inter- and intradistrict financial inequalities. Among the issues that are addressed under a section titled the possibilities of school learning is that of autonomous school effects on achievement. Two major studies analyze the subject of desegregation and achievement. One evaluates the federal Emergency School Aid Act (ESAA). The research problem was to discover whether the federal dollars were educationally effective. The second study, undertaken by the Educational Testing Service, was concerned with learning how to foster effective desegregation and integration. It is noted that the ratio of studies focusing on the relationship between desegregation, self-concept, and aspirations is very low. Most difficult is the failure of investigators to develop universally recognized measures of self-concept and aspirations. The development of racial prejudice in children is one of the issues discussed in the section on desegregation and student interaction. The last section addresses desegregation and the role of teachers, principals, and administrators in schools in making desegregation work or not. (Author/AM)