THIS ARTICLE IS A GENERAL REVIEW OF VARIOUS ASPECTS OF SCHOOL DESEGREGATION AND INTEGRATION IN THE DEEP SOUTH. IT POINTS OUT THAT THERE HAS BEEN LITTLE SCIENTIFIC AND OBJECTIVE INQUIRY INTO SOUTHERN DESEGREGATION. INFORMATION IS NEEDED ABOUT NEGRO STUDENTS AND TEACHERS IN BIRACIAL SCHOOLS, STUDENT AND TEACHER ATTITUDES IN SEGREGATED AND DESEGREGATED SCHOOLS, TRAINING FOR TEACHING THE DISADVANTAGED, INSTRUCTIONAL INNOVATIONS, USE OF EVALUATION INSTRUMENTS IN DESEGREGATED SCHOOLS, AND THE FINANCIAL PROBLEMS OF DESEGREGATED SCHOOL SYSTEMS. THE ACADEMIC SUCCESS OF STUDENTS OF BOTH RACES IN DESEGREGATED SCHOOLS SHOULD ALSO BE DOCUMENTED. OTHER TOPICS DESCRIBED AS REQUIRING FURTHER STUDY ARE COMMUNITY ATTITUDES TOWARDS DESEGREGATION, ADMINISTRATIVE LEADERSHIP IN THE DESEGREGATION PROCESS, AND THE USE OF NEGRO FACILITIES AFTER SEGREGATED SCHOOLS ARE CLOSED. THIS ARTICLE WAS PUBLISHED IN THE "PHI DELTA KAPPAN," VOLUME 47, NUMBER 9, MAY 1966. (NH)