The development of school integration programs throughout the country has made possible a test of the hypothesis that school integration enhances black achievement, aspirations, self-esteem, race relations, and opportunities for higher education. The programs reviewed here have two important characteristics that may limit ability to their being generalized: they are examples of induced integration, and all use varying amounts of busing to accomplish integration. Five reports on integration programs in Northern cities throughout the country are cited: (1) Project METCO, Boston, Massachusetts; (2) White Plains, New York; (3) Ann Arbor, Michigan; (4) Riverside, California; and, (5) Project Concern, Hartford and New Haven, Connecticut. To test the hypothesis, findings are grouped under five major headings--the effects of busing and integration on: (1) academic achievement; (2) aspirations; (3) self-concept; (4) race relations; and (5) educational opportunities. Program support is also examined. In each case, bused students are compared with the control groups to assess those changes that might be uniquely associated with the effects of induced integration. The implications of these findings for policy are then examined. Since the data do not support the hypothesis on most counts, the burden must fall upon those who support a given school integration program to demonstrate that it has the intended effects--with no unintended, negative side-effects. (Author/JM)