This is an extensive study of Ann Arbor's first school desegregation effort, involving the 1965 closing of Jones elementary school and subsequent reassignment of its predominantly Negro population to predominantly white schools. The research focused on the first year of school desegregation, exploring academic, social, behavioral, and attitudinal characteristics (1) in the children transferred from Jones, (2) in a racially mixed group from Mack School (with no change in school setting), and (3) in predominately white receiving-school children. At the end of a year of desegregated schooling, half the transfer pupils showed 5 or more points gain in IQ, and 37 percent showed normal or greater gains in reading. However, gains made by the transfer group were smaller, on the whole, than gains made by the other two groups. Forty Negro transfer pupils (still in elementary receiving schools), studied in a limited follow-up 2 years later, were at best holding their own academically, relative to national norms. There was no evidence to suggest that the normal progress of white receiving-school children was interrupted by the transfer. (Author)