The problems existing during the reorganization of the Cleveland School District into a unitary administration are presented from the perspective of the head of the Research and Analysis Department. The district had been fighting a desegregation case for 9 years and operating in a receivership with a triple bureaucracy imposed upon it (the normal school dictrict bureaucracy, court-mandated reporting procedures, and state-imposed procedures). As a result many problems still exist. Testing is a major problem, because the triple requirements have resulted in overtesting. The district also faces problems evaluating programs. To better understand these and other problems, the district is developing better relationships between schools and the central administration and is working in a manner similar to regional exchanges (problem clarification to resource identification, to resource linkage). The Research and Analysis Department is developing policies based on court documents and investigating and analyzing the impact of policies after implementation. The district recognizes that it has been oriented toward reacting to immediate prescribed tasks due to these problems. It is now working to orient itself to the end of the desegregation case by combining the Final Standards with prescribed actions, with permanency, and with evidence that the district is functioning beyond the prescribed requirements. (MD)