The school desegregation movement grew out of a concern for educational equity, which has a basis in constitutional/judicial principles, psychological concerns (the belief that racial isolation is psychologically damaging to the disadvantaged), and black nationalism (manifested in a concern for developing students' self-esteem). Cultural pluralism, humanistic education, and compensatory education emerged as responses to the interest in providing equal education. In the early seventies, emphasis on academic achievement due to the accountability movement swept aside interest in the more idealistic goals of social integration and cultural pluralism. The current disparity in economic status among minorities and whites and discouraging developments in school desegregation programs indicate a bleak picture for desegregation and suggest a future drift away from concern with social integration. Past and current developments in desegregation point to the following possible future directions: 1) less mandatory action for racial integration; 2) continued use of magnet programs; 3) divisiveness resulting from block grants; 4) education increasingly oriented to a class segmented world of work; 5) increased use of computer technology in education; 6) increased private sector responsibility for vocational education; and 7) a possible return to the 1954 desegregation agenda where educational equity meant equal access to facilities and resources rather than social integration. (Author/MJL)