This progress report of the Riverside Unified School District comprises a summary of the effect of integration on the achievement of elementary pupils. Little change is considered to have occurred in the achievement of these students following integration. However, the achievement of many minority pupils, it is held, may eventually improve through the cumulative effects of the receiving pupils' home backgrounds and through the influence of favorable classroom atmospheres. It is noted that desegregation must be accompanied by intense efforts to provide instruction which will help compensate for earlier disadvantages. The report also includes a description of a project that emphasizes the areas of physical development of children, their cognitive development, and strengthening of their social identities. The project includes concentrated inservice teacher education in the field of cognitive development according to the theories of Piaget. Appended are papers on comparative data on Raven's Progressive Matrices Test and the Peabody Picture Vocabulary Test and on the effect of integration on the achievement of elementary pupils. (Author/JW)