THE CONCERNS OF THIS SPEECH ARE THE EXTENT OF SCHOOL SEGREGATION IN THE NATION'S 20 LARGEST CITIES, THE STEPS WHICH HAVE BEEN AND MIGHT BE TAKEN TO DESEGREGATE THEIR SCHOOL SYSTEMS, AND THE STRATEGIES NECESSARY TO EFFECTIVELY IMPLEMENT SCHOOL DESEGREGATION PLANS. THERE IS ALMOST TOTAL RESIDENTIAL SEGREGATION IN 13 OF THESE CITIES. SEVENTY PERCENT OF ALL NEGRO PUPILS IN THESE CITIES ATTEND SCHOOLS WHICH HAVE A 90 TO 100 PERCENT NEGRO SCHOOL POPULATION, AND THERE ARE INDICATIONS THAT SCHOOL SEGREGATION CONTINUES TO INCREASE. IN EACH OF THE CITIES THERE ARE BETWEEN ONE AND THREE LIMITED REMEDIES IN OPERATION, INCLUDING SUCH PLANS AS FREE CHOICE TRANSFER, OPEN ENROLLMENT, AND CHANGES IN ATTENDANCE ZONES, BUT FEW COMPREHENSIVE REMEDIES ARE IN ACTUAL OPERATION. POSSIBLE COMPREHENSIVE SOLUTIONS INCLUDE (1) MAGNET SCHOOLS, (2) EDUCATIONAL COMPLEXES OR CLUSTERS, WHICH INVOLVE A POOLING OF TEACHERS, SERVICES, AND STUDENTS WITHIN A GEOGRAPHICALLY LIMITED NUMBER OF SCHOOLS, (3) ADMINISTRATIVE DECENTRALIZATION, AND (4) A POTENTIAL REAFFIRMATION OF EXISTING NEIGHBORHOOD SEGREGATION. EDUCATIONAL PARKS OFFER A VARIETY OF BENEFITS, BUT TO BE EFFECTIVE THEY MUST INTEGRATE STUDENTS FROM URBAN AND SUBURBAN DISTRICTS AND BE FINANCED UNDER A FEDERAL URBAN REDEVELOPMENT PROGRAM. THE INTERDISTRICT, URBAN-SUBURBAN COOPERATION INTRINSIC TO SUCH A PLAN IS ONE OF THE MOST FEASIBLE METHODS OF SCHOOL DESEGREGATION. TO IMPLEMENT DESEGREGATION STRATEGIES, ADMINISTRATORS MUST STRESS THE EDUCATIONAL BENEFITS OF DESEGREGATION FOR ALL CITIZENS, AND NEW FEDERAL POLICIES MUST LEGALLY REQUIRE COMPREHENSIVE EFFORTS. THIS PAPER WAS PREPARED FOR THE NATIONAL CONFERENCE ON EQUAL EDUCATIONAL OPPORTUNITY IN AMERICA'S CITIES, SPONSORED BY THE U.S. COMMISSION ON CIVIL RIGHTS, WASHINGTON, D.C., NOVEMBER 16-18, 1967. (LB)