GREENBURGH DISTRICT 8 IS LOCATED 25 MILES NORTH OF NEW YORK CITY IN WESTCHESTER COUNTY, WITH A POPULATION OF 12,000, 2,500 ARE SCHOOL PUPILS. RACIAL POPULATION IS 35 PERCENT NEGRO, 65 PERCENT WHITE. A WIDE RANGE OF RELIGIONS, NATIONALITIES, EDUCATIONAL LEVELS, AND ECONOMIC LEVELS IS EVIDENT IN THE COMMUNITY. THE FIRST NEGRO MEMBER OF A SCHOOL BOARD IN NEW YORK STATE WAS FROM GREENBURGH, AND WITH HIS ENCOURAGEMENT NEGROES BEGAN TO WORK FOR IMPROVEMENT IN SCHOOLS. AN ADMINISTRATOR WAS CHOSEN WHO WAS PERSONALLY COMMITTED TO DESEGREGATING THE SCHOOLS, COMMUNITY GROUPS ASSISTED IN ESTABLISHING RECREATION PROGRAMS WHICH BROUGHT TOGETHER YOUNGSTERS OF BOTH RACES. WITH THE INFLUX OF SUBSTANTIAL NUMBERS OF WHITE CHILDREN INTO THE SYSTEM, EFFORTS TO IMPROVE THE SCHOOLS GRADUALLY BEGAN TO MEET WITH SUCCESS. IN 1951, WAYS WERE SOUGHT TO END DE FACTO SEGREGATION. THE PRINCETON PLAN WAS ADOPTED. IT WAS FOUND THAT THE GREATEST SINGLE PROBLEM INVOLVED IN INTEGRATION WAS TO CHANGE ATTITUDES AND FEELINGS OF TEACHERS. EDUCATIONAL CONSULTANTS WERE SENT IN BY UNIVERSITIES IN THE METROPOLITAN AREA, PSYCHOLOGISTS AND GUIDANCE EXPERTS WERE HIRED, AND BALANCED CLASSES WERE SET UP. A STUDY TEAM OF PROFESSORS OF EDUCATION FROM NEW YORK UNIVERSITY EVALUATED PROGRESS AND MADE RECOMMENDATIONS. IT WAS FOUND THAT NEGRO CHILDREN WERE BEHIND WHITE YOUNGSTERS IN IQ, IN ACHIEVEMENT, AND IN RELATIVE GAIN FROM YEAR TO YEAR. TO OVERCOME THIS LAG, RECOMMENDATIONS WERE MADE TO ENRICH LEARNING EXPERIENCES, TO MAKE GREATER USE OF PHYSICAL AND HUMAN RESOURCES IN THE COMMUNITY, AND SECURE MORE AND BETTER INSTRUCTIONAL MATERIALS. MONETARY SUPPORT WAS GIVEN UNDER PROJECT ABLE. SPECIFIC PROCEDURES SUGGESTED TO ACHIEVE TRUE INTERGRATION ARE HETEROGENEOUS GROUPING, EARLY REMEDIATION TO LESSEN CULTURAL GAPS, HIGH SCHOOL GROUPING ACCORDING TO POTENTIAL, AND REEVALUATION OF THE CURRICULUM.