This brief digest reviews research findings on achieving racial integration in desegregated magnet schools. Studies show that resegregation tends to occur in most schools after desegregation as a result of tracking and ability grouping; furthermore, as the numbers of blacks rise in a school, the resegregation in classrooms tends to rise. A number of cooperative learning techniques have recently been developed which seem to work well in the integrated, heterogeneous classroom and are found to have a positive effect on race relations and achievement. Newly desegregated schools are found to expel a disproportionately high number of black students and, in general, discipline of these students is found to be more severe than with white students. Here again, cooperative learning techniques are found to build a more positive climate and reduce suspensions. Blacks and other minorities are heavily represented in compensatory education classes which, because they are pull-out programs, tend to increase resegregation. In planning desegregated magnet schools, it appears useful to: (1) maintain a mixed stable student body, (2) include children of different abilities in each classroom, (3) avoid tracking, (4) encourage interracial contact in academic and extracurricular activities, (5) recruit teachers and principals who are concerned with racial equality, (6) initiate staff development programs dealing with desegregation, and (7) involve parents in classroom instruction. (CG)