FEATURED IN THIS BULLETIN IS A DISCUSSION BY EDMUND W. GORDON OF "EQUALITY OF EDUCATIONAL OPPORTUNITY" (KNOWN AS THE COLEMAN REPORT AFTER ITS SENIOR AUTHOR), A REPORT OF AN EXTENSIVE SURVEY OF MINORITY GROUP EDUCATION IN THE UNITED STATES. AFTER EXAMINING SOME OF THE DATA AND FINDINGS IN THE REPORT, GORDON CONCLUDES THAT ONE CANNOT ON THE BASIS OF THE REPORT'S STATISTICS INFER THE CAUSES OF THE CONDITIONS WHICH COLEMAN DESCRIBES. HE MAINTAINS, HOWEVER, THAT ONE CAN SAFELY ACCEPT COLEMAN'S CONCLUSION THAT MOST MINORITY GROUP CHILDREN ATTEND SCHOOLS WHICH ARE ETHNICALLY AND SOCIALLY SEGREGATED. MOREOVER, AS COLEMAN SUGGESTS, MINORITY GROUP CHILDREN ARE STRONGLY INFLUENCED BY THE QUALITY OF THEIR TEACHERS, BY THE CURRICULUM, AND BY OTHER PUPILS IN THE SCHOOL. THESE SCHOOL FACTORS ESPECIALLY INFLUENCE PUPILS' SENSE OF CONTROL OVER THEIR OWN DESTINY, WHICH IN TURN AFFECTS THEIR ACADEMIC ACHIEVEMENT. HOWEVER THE COLEMAN REPORT DOES NOT RECOGNIZE THE IMPACT OF THE DISADVANTAGED CHILD'S EDUCATIONAL DEFICIT UPON HIS SUBSEQUENT ACHIEVEMENT, FOR IT FAILS TO CONSIDER THAT SCHOOLS SHOULD BE PROVIDING UNEQUAL, COMPENSATORY TREATMENT FOR THE DISADVANTAGED. THE STUDY ALSO DOES NOT ASSESS SUCH SUBTLE BUT IMPORTANT "PROCESS VARIABLES" AS CLASSROOM CLIMATE, PUPIL-TEACHER INTERACTION, OR THE NATURE AND QUALITY OF SCHOOL ADMINISTRATION. HOWEVER, ALTHOUGH THE STUDY ONLY CRUDELY IDENTIFIES AND MEASURES SCHOOL FACTORS, IT CLEARLY INDICATES THE IMPORTANCE OF SCHOOL INTEGRATION AND IMPROVED SCHOOL QUALITY, AND DOES NOT CONTRADICT THE SUGGESTION THAT THE COMMUNITY PARTICIPATE MORE IN SCHOOL POLICY MAKING. A BIBLIOGRAPHY ON THE COLEMAN REPORT AND TWO PERTINENT BOOK REVIEWS ARE ALSO INCLUDED IN THIS BULLETIN. (LB)