THE COLEMAN REPORT IS CRITICIZED BECAUSE IT IMPLIES THAT THE NEGRO MUST FIRST CHANGE HIS OWN ENVIRONMENT BEFORE SIGNIFICANT IMPROVEMENT IN EDUCATIONAL ACHIEVEMENT CAN OCCUR. PARTICULAR FOCUS IN THIS CRITICAL COMMENTARY IS GIVEN TO COLEMAN'S CONTENTIONS THAT EDUCATIONAL ACHIEVEMENT IS UNRELATED TO EDUCATIONAL FINANCING AND THAT RACIAL INTEGRATION IS AN IMPORTANT FACTOR IN IMPROVING THE EDUCATIONAL ACHIEVEMENT OF NEGRO STUDENTS. IT IS FELT THAT SCHOOL INTEGRATION SHOULD BE VIEWED AS A MEANS OF PRODUCING HUMAN BEINGS WHO CAN COOPERATIVELY CONFRONT AND MUTUALLY RESOLVE CRUCIAL SOCIAL ISSUES, AND THAT THE PURELY ACADEMIC JUSTIFICATION FOR INTEGRATION IS LESS RELEVANT AND LESS IMPORTANT. QUESTIONED ALSO ARE (1) THE REPORT'S CONTENTION THAT THE ACADEMIC GAP BETWEEN NEGRO AND WHITE STUDENTS REMAINS CONSTANT FROM KINDERGARTEN THROUGH HIGH SCHOOL, (2) THE WAY IN WHICH THE ANSWERS STUDENTS GAVE CONCERNING THEIR ATTITUDES IS REPORTED, AND (3) THE REPORT'S INTERPRETATION OF THE MEANING OF A STUDENT'S "SENSE OF CONTROL" OVER HIS FUTURE. THIS ARTICLE IS PUBLISHED IN "INTEGRATED EDUCATION," VOLUME 5, NUMBER 6, ISSUE 30, P. 37-45, DECEMBER 1967-JANUARY 1968. (NH)