The Status Equalization Project had as one of its goals the elimination of systematic white dominance on intellectual tasks in desegregated classrooms. The field experiment described in this report was designed to test the effectiveness of the Multiple Abilities Curriculum and Expectation Training in equalizing race relationships in such settings. Classrooms in three desegregated schools in three communities in the San Francisco Bay area were selected for the experiment. The design of the experiment, the procedures used, and the measurement procedures are described, and results and implications are discussed in detail. Tables provide statistical data on the experiment. (Author/EB)