This monograph attempts to clarify the relationship between desegregated education and effective education. The first part of the monograph concentrates on desegregation as it has been assumed to, as well as it actually appears to, relate to school academic effectiveness. The second part of the monograph addresses what is known about school academic effectiveness and the structural conditions under which it would appear attainable, whether schools are desegregated or not. The concluding recommendations concern: (1) individualizing instruction in desegregated schools; (2) other less expensive methods for initiating change at schools with many low achieving students; (3) an increased emphasis on teaching basic skills; (4) implementation in desegregated schools of grading practices that minimize the weight given to previous achievement; (5) an emphasis on consistent student grading practices; (6) an emphasis on discipline at both segregated and desegregated schools; (7) individualized approaches to accomodate learning style and linguistic differences; (8) structural changes in both segregated and desegregated secondary schools; (9) revision of inhibiting teacher-contract rules; (10) revised grade-structure arrangements; (11) less emphasis on "gradual" improvement; and (12) the key role of the courts in improving achievement. (RDN)