Using data on ninth-grade Negro students in the Metropolitan Northeast collected in the Office of Education "Equality of Educational Opportunity Survey" (Coleman Report), this study investigated (1) the degree to which each of five situational factors distinguishes between segregated and desegregated school situations and (2) the extent to which observed differences between segregated and desegregated Negro students in achievement and in several attitude and personality measures can be explained by these factors. The five situational factors are student environment (standards and norms set by the students), social stigma, level of competition, social integration, and quality of instruction. Each of the situational factors is examined separately to distinguish its effect in the desegregated classroom and in the desegregated school. (EF)