During the 1972-73 academic year, a research team working out of Teachers College, Columbia University conducted case studies in districts where comprehensive and effective desegregation processes had been implemented. The Goldsboro City School System, Goldsboro, North Carolina, was selected as a site which had provided evidence of practices and policies associated with effective school desegregation. A research team visited the Goldsboro City system during January and again in February 1973. The purpose of the study was to document effective school desegregation practices and procedures under a variety of conditions. Variables examined include: student contact, assignment and grouping at all levels; regrouping within classrooms, staff interaction, the effects of desegregation on school names and other aspects of student identity, student representation in school, activities, student groupings in such settings as lunchrooms, playgrounds, and lounge areas, parent representation in the schools, current concerns of staff, students, and parents; and, the roles of the district staff and black and white community prior to and during desegregation. Individual and group interviews were held with district administrators, teachers, parents, community members, and students. Observations took place in classrooms, lunchrooms, hallways, and playgrounds. (Author/JM)