The purpose of this report is to review school practices and school environment characteristics that can be promoted in order to achieve student integration in desegregated urban high schools. A research project conducted to study alterable characteristics related to student outcomes is described. School practices that were identified as sources of school integration are discussed including: (1) racial mixing; (2) faculty integration; (3) school safety; (4) staff support for integration; (5) multicultural exposure; and (6) student perception of equal treatment of all groups. School climate characteristics that were identified as facilitating student integration are also reviewed, including: (1) school members' involvement in school activities; (2) staff receptivity to student concerns; (3) an emphasis on learning; (4) friendship; (5) ability to solve problems; (6) uniformity of treatment and opportunity; (7) positive group membership; (8) open expression of ideas and feelings; (9) established goals; (10) student participation; (11) student choice; (12) fair regulations; and (13) a challenging atmosphere. An improvement process is outlined by which a school can change its integration practices and better its climate characteristics. (APM)