This paper presents a set of new ideas which support the value of school desegregation in the United States. First, school desegregation efforts have been almost universally effective, no matter what implementation strategy was employed. Even busing, although widely criticized, has been effective. Second, desegregation efforts have usually enhanced the educational environment for all students, regardless of race. Between 1967 and 1977, for example, the dropout rate of black students declined 50%; this change is related to desegregation. Similarly, high school enrollment and graduation statistics for whites have increased in the years since the "Brown" decision. Third, it is all right for whites to be a minority; it is all right for whites not to be in charge. The experiences of white students at predominantly black schools have generally resulted in their learning more about themselves and about racial relations. Finally, to implement these new ideas, they must first be encoded in public policy and law. We now need policy regarding the desegregation of public school faculties and policymaking school boards. A diversified policymaking structure can resolve issues around the conference table that are now fought in the court and in the street. (KH)