Two hundred thirty-eight K-6 children from 19 feeder schools volunteered to attend 30 half-day summer school sessions in a large Midwestern city, prior to any announcement that the school would be integrated. Both black and non-black children were bussed. Poor attendance was considerably higher for the summer session than for the regular school term, but non-attendance and attendance means from before and after the discovery that the school was integrated did not vary significantly (.05) among children of different sex, ethnic or grade level groups. (Author/APM)