TWELFTH- AND SIXTH-GRADE DATA FROM A STUDY BY JAMES S. COLEMAN WERE USED TO ANSWER QUESTIONS ABOUT THE EQUALITY OF EDUCATION IN THE NORTH. THE MORE IMPORTANT QUESTIONS POSED WERE--(1) IS THERE AN INSTRUCTIONAL COST DIFFERENTIAL DUE TO RACE, (2) WHAT IS THE PROPORTION OF WHITES IN CLASSES COMPOSED OF BOTH NEGROES AND WHITES, AND (3) ARE THERE REAL DIFFERENCES BETWEEN WHITE AND NEGRO ACHIEVEMENT. THE STUDY SHOWED THAT (1) MONEY SPENT FOR THE PRIMARY AND SECONDARY EDUCATION OF NEGRO CHILDREN WAS GREATER THAN FOR WHITE CHILDREN, (2) THE RANGE OF EXPENDITURES ON WHITES WAS GREATER THAN FOR NEGROES, (3) NEGROES WERE MORE SEGREGATED IN ELEMENTARY SCHOOLS THAN IN SECONDARY, (4) BOTH NEGROES AND WHITES TENDED TO DO BETTER IN CLASSES WITH A HIGHER PROPORTION OF WHITE STUDENTS, (5) NONVERBAL, VERBAL, READING, MATHEMATICS, SELF-CONCEPT, AND CONTROL OF ENVIRONMENT VARIABLES WERE HIGHLY CORRELATED WITH ACHIEVEMENT, (6) NEGROES WERE BEHIND WHITES IN EDUCATION DESPITE THE FACT THAT THE UPPER ABILITY LEVELS OF THE TWO GROUPS WERE SIMILAR, AND (7) SCHOOL HAD A GREATER EFFECT ON YOUNGER CHILDREN THAN ON OLDER. THE ESTABLISHMENT OF PRESCHOOLS, BUSING, AND TRACKING WAS RECOMMENDED. (HW)