This report describes the extent of black-white classroom segregation in desegregated elementary, middle, and high schools; compares the degree of segregation for blacks, whites, and Hispanics; compares the degree of resegregation in major regions of the nation, and investigates the relationship between the degree of school desegregation and patterns of classroom resegregation. Using National Longitudinal Survey data, the survey examines academic course areas and extracurricular memberships to determine the degree of white-minority interaction. Findings show that black and white students are almost equally likely to be enrolled in most courses in desegregated schools, but resegregation occurs through tracking or ability grouping procedures which significantly reduce the opportunities for cross-racial contact. For extracurricular activities in desegregated schools, it was determined that blacks participate more in athletics, music, and drama, but whites participate more in academic honorary clubs. Fairly equal participation was found in student government and academic subject clubs. (Author/JCD)