Two of the groups whose relationship represents one of the most critical social problem areas are also the groups on whom there is a large amount of data. These are American Negroes and American Caucasians, or in today's terminology, blacks and whites. Some data relevant to the design of programs of social action suggest the following: The mean intellectual deficit of the black group is a general one and not restricted to measures stressing the use of standard English. The mean intellectual deficit occurs early and changes very little between the first grade and high school graduation. A third and closely-related set of data shows that black schools are not substantially inferior to white schools as measured by the usual economic and demographic characteristics. There is no basis in the psychology of learning or of human abilities for an assumption that environmental deficits can be quickly and easily overcome given freedom of opportunity. If one starts with groups of black and white women who are about equal in intellectual ability at a level well below the national norm, the offspring of the blacks will have a lower mean than the offspring of the whites. These data are admittedly distressing. There appear to be no easy solutions. It is quite clear, for example, that the preschool period is very important and is also presently beyond the reach of the public schools. Families and local communities must assume more responsibility at this atage. (Author/JM)