This study replicates and extends an earlier study of interracial interaction patterns in an open enrollment "magnet" school. The earlier study conducted during the school's first year of operation found that: (1) race is an extremely important grouping criterion even for students who have chosen a segregated school, (2) sex is an even more important grouping criterion, (3) girls show more racial aggregation than boys, and (4) racial aggregation decreased over time in the 7th grade which met most of the conditions specified by Allport as conducive to improved intergroup relations, but increased in the 8th grade which had a predominantly white accelerated academic track and a predominantly black regular track. The present study found that all of the above patterns held true in the school's second year of operation with one exception: No increase in interracial interaction was found in the 7th grade. Cross-sectional comparison of the interaction patterns of this year's 7th and 8th graders who entered these grades with one year of positive desegregated experience to those of last year's 7th and 8th graders who had no parallel experience showed (1) as predicted, this year's 8th graders interact interracially more than last years's, and (2) the predicted parallel difference between this year's 7th graders and last year's was not found. The study's findings point up the crucial importance of attending to contact processes beyond the first year of desegregation. (Author/AM)