Interim results of a longitudinal study of the effects of socioeconomic segregation in six Swedish urban municipalities are reported in this document. The empirical work discussed includes interviews with school staffs and the collection of public data concerning schools and pupils in the Swedish cities. The studies focus on the student population that began school in 1972. The researchers have thus far calculated the social composition of school classes, published a report describing the structure and background of social class segregation, and studied and reported on the effects of segregation on school children. New data based on interviews with pupil welfare staffs, academic achievement, remedial teaching, immigrant education, and courses available to upper elementary school students are discussed. The progress of transfer and migration studies is also presented to further ascertain segregation effects. (Author/MK)