THIS ARTICLE REVIEWS THE PATTERNS OF PREJUDICE AND DE FACTO SEGREGATION MAINTAINED BY THE SCHOOLS. IT IS FELT THAT THERE MUST BE CHANGES IN ALL ASPECTS OF THE EDUCATIONAL PROCESS TO ACHIEVE FULL SCHOOL INTEGRATION. AREAS NEEDING CHANGE INCLUDE ADMINISTRATIVE ARRANGEMENTS, CURRICULUM BIAS, AND THE LOW LEVEL OF TEACHERS' EXPECTATIONS AND STANDARDS FOR NEGRO CHILDREN. DE FACTO SEGREGATION PERPETUATES THE MYTH OF RACIAL INFERIORITY, PSYCHOLOGICALLY DAMAGES NEGROES, DEGRADES THE EDUCATIONAL PROCESS FOR BOTH RACES, AND SUBVERTS PROFESSIONAL VALUES. THE SCHOOLS' POSTURE OF ACCOMODATION OR NEUTRALITY IS DESTRUCTIVE BECAUSE IT PERPETUATES THE STATUS QUO. IF SCHOOL SYSTEMS WERE TO TAKE MAJOR STEPS TOWARD INTEGRATION, DE FACTO SEGREGATION IN THE COMMUNITY WOULD ALSO BE WEAKENED. THIS ARTICLE WAS PUBLISHED IN THE "PHI DELTA KAPPAN," VOLUME 47, NUMBER 9, MAY 1966. (NH)