A REVIEW OF THE PROBLEMS AND PROGRESS OF INTEGRATION IN THE NEW YORK CITY SCHOOL SYSTEM SINCE 1955 IS PRESENTED. THE NUMBER OF SCHOOLS HOUSING A MAJORITY OF NEGRO AND PUERTO RICAN STUDENTS HAS INCREASED AT ALL LEVELS OF EDUCATION. THE BASIC FACT THAT THE PUBLIC EDUCATION ASSOCIATION STUDY UNCOVERED REGARDING ACHIEVEMENT DATA WAS THAT THE LONGER THE NEGRO AND PUERTO RICAN STUDENTS CONTINUED IN SCHOOL, THE LOWER THEIR ACHIEVEMENT LEVELS FELL. FACTORS RESPONSIBLE FOR THIS ARE NOT CLEAR. A MAJOR UNSOLVED PROBLEM IS THE RELUCTANCE OF NEW TEACHERS TO ACCEPT APPOINTMENTS OR ASSIGNMENTS IN SCHOOLS THEY REGARD AS DIFFICULT. STUDY OF THE PRESENT NEW BUILDING PROGRAM INDICATES THAT, UNLESS AND UNTIL THERE IS AN EXTENSIVE UPGRADING OF MINORITY SCHOOL FACILITIES, THERE CAN BE NO PROGRESS TOWARD EQUALITY IN SCHOOL FACILITIES. IT IS RECOMMENDED THAT THE BOARD PREPARE A MASTER PLAN OF DESEGREGATION AND ASSUME FULL RESPONSIBLITY FOR THE ASSIGNMENT OF PUPILS AND TEACHERS FOR THE EXECUTION OF THE MASTER PLAN. SPECIFIC RECOMMENDATIONS WERE MADE IN THE AREAS OF ACADEMIC ACHIEVEMENT, PHYSICAL FACILITIES, SCHOOL STAFFING AND PERSONNEL, ZONING AND INTEGRATION, EDUCATION STIMULATION PROGRAM, AND SCHOOL-COMMUNITY RELATIONS.