This report focuses on effective urban schools in the context of desegregation. The introduction takes a retrospective and prospective look at desegregation in terms of: (1) progress since the last report; (2) the changing focus of equal educational opportunity; (3) an agenda for the 1980s; and (4) equity and choice. The second section provides brief notes on the status of desegregation in each Massachusetts school district. The third and fourth sections address refugee needs and vocational issues. The next section provides working descriptions of certain urban elementary, middle, and senior high schools in Massachusetts that are "striving to become educationally effective desegregating schools." These schools, it is stated, have been chosen for profiling because their desegregated-related accomplishments have gone unrecognized outside their local communities; they educate children most "at risk" of being underserved in the educational marketplace; students' academic performances have improved during desegregation; and a distinctive relationship between parents and schools has been developed. The final two sections describe Massachusetts and Federal desegregation requirements, and enrollment trends and patterns. Two lengthy appendices tabulate: (1) October 1984 enrollment by race for schools in selected districts; and (2) October 1978, 1981, and 1983 enrollment by minority percentage and low-income percentage for schools in selected districts. (RDN)