Three hundred and fifty Buffalo public school second graders, most of whom were Negro, were transferred in spring, 1966 from an inner-city school to schools 90 percent or more white. Two hundred and ten second graders, mostly Negro, were transferred from an adjacent inner-city school to five other peripheral schools. A comparison was made of the pre- and post-transfer scores on the Paragraph Meaning and Word Meaning sections of the Stanford Achievement Test obtained from a sample of 54 transfer students and 60 students not transferred and therefore still in an inner-city school. Pupils who were transferred from the inner-city school to peripheral schools show significantly greater gains when they are compared with pupils who remained in inner-city schools. Further, teacher evaluation of achievement and adjustment to school and classroom procedures on the part of all pupils, grades one through six, who were bussed from the inner-city, show significant positive change. (JM)