VARIOUS DEVICES ARE USED TO SEGREGATE SCHOOLS--GERRYMANDERED DISTRICTS, IMPROPER SITE SELECTION, UNDER- OR OVER-UTILIZATION OF SCHOOLS, TRANSFER POLICIES, AND ASSIGNMENT OF CLASSES OR GRADES TO A PARTICULAR SCHOOL. BUT IN AREAS WITH A HIGH DEGREE OF MINORITY GROUP CONCENTRATION AND HIGH BIRTH RATE, DESEGREGATION CAN BE DIFFICULT TO ACHIEVE. AN AFFIRMATIVE POLICY STATEMENT THAT DESEGREGATION IS AN EDUCATIONAL RESPONSIBILITY AND THE TAKING OF A RACIAL CENSUS ARE PRIMARY STEPS THAT PRECEDE AN ATTACK ON SEGREGATION. NEW YORK CITY HAS USED THREE ADDITIONAL APPROACHES--ZONING BASED ON INTEGRATION, SCHOOL SITE SELECTION, AND OPEN ENROLLMENT. HOWEVER, IT IS MORE IMPORTANT TO CONCENTRATE ON TRANSFERRING PUPILS FROM OVERCROWDED SCHOOLS WITH DOUBLE SHIFTS TO UNDER-UTILIZED SCHOOLS WITH FULL-TIME SCHEDULES. ADDITIONALLY, OPEN ENROLLMENT MAY BE CRITICIZED FOR SIPHONING OFF THE "BEST" PARENTS AND CHILDREN AND THUS LEAVING THE SENDING SCHOOL WITH "POORER" HUMAN RESOURCES. IT SHOULD ALSO BE RECOGNIZED THAT THE ACHIEVEMENT LEVEL GAP WILL NOT BE ELIMINATED BY DESEGREGATION BUT REQUIRES MASSIVE SPECIAL PROGRAMS. THIS ARTICLE IS PUBLISHED IN THE PROCEEDINGS OF THE INVITATIONAL CONFERENCE ON NORTHERN SCHOOL DESEGREGATION--PROGESS AND PROBLEMS, P. 17-23. (NH)