THIS PAPER REVIEWS RESEARCH ON PUBLIC SCHOOL DESEGREGATION AND SUGGESTS DIRECTIONS FOR FURTHER STUDIES. IT NOTES THAT RESEARCHERS SHOULD CONTINUE TO INVESTIGATE THE FACTORS WHICH AFFECT THE PACE OF DESEGREGATION, SUCH AS THE PRESSURES OF THE NEGRO COMMUNITY AND OF THE STATE AND OTHER AGENCIES. FOR EXAMPLE, THEY SHOULD STUDY THE SPECIFIC HOSTILITIES WHITE PARENTS FEEL TOWARD DESEGREGATION SINCE THE ATTITUDES OF MANY NEGROES IS A RESPONSE TO THESE HOSTILITIES. STRATEGIES FOR SCHOOL DESEGREGATION, ALSO CANDIDATES FOR FURTHER RESEARCH, INCLUDE EDUCATIONAL PARKS, THE MERGING OF URBAN AND SUBURBAN SCHOOL DISTRICTS, AND THE ENLISTMENT OF SUPPORT FROM INFLUENTIAL PRIVATE CITIZENS. CURRENT RESEARCH ON THE EFFECTS OF INTEGRATION INDICATES THAT THE EDUCATIONAL BACKGROUND AND ASPIRATIONS OF OTHER STUDENTS IN A CLASSROOM POSITIVELY INFLUENCE A NEGRO STUDENT'S ACHIEVEMENT AND HIS SENSE OF CONTROL OVER HIS FATE. MOREOVER, THE EXTENT AND QUALITY OF THE ACCEPTANCE OF THE NEGRO STUDENT IN THE DESEGREGATED SCHOOL, HIS VULNERABILITY TO STRESS, THE RACE OF THE STUDENTS WITH WHOM HE IS TO BE COMPARED OR WITH WHOM HE COMPARES HIMSELF, AND THE RACE OF AN EXPERIMENTER OR TEACHER ALSO AFFECT HIS ACHIEVEMENT, AND SHOULD CONTINUE TO BE STUDIED. SPECIFIC RESEARCH ON THE INFLUENCE OF TEACHER CHARACTERISTICS ON THE LEARNING PROCESS MIGHT ALSO BE CONDUCTED. THIS PAPER WAS PRESENTED AT THE RESEARCH DISSEMINATION AND TRAINING CONFERENCE, HELD AT YESHIVA UNIVERSITY, JUNE 26-30, 1967. (LB)