School integration was accomplished by three major procedures: (1) Faculties at all schools were integrated; (2) Two all-black high schools and two all-black middle schools were closed. Students were provided with free transportation to predominantly white schools; and (3) 27 elementary schools were combined into six clusters, each cluster comprising one all-black school and several white-majority schools. The former all-black school became a Kindergarten-Grade Two school, to which all second grade white children in the cluster schools were assigned. All of the third through fifth grade black students were assigned in appropriate numbers to each of the former white schools in the cluster. Free transportation was provided. Evaluation procedures focused on scholastic growth of both black and white bused students. Standardized tests were administered to all fourth and fifth grade children in the cluster schools in the fall and in the spring to assess growth during the year in reading and mathematics. Reading tests were administered to all second grade children in the fall and spring. Tests were also administered to children attending similar schools not involved in the integration procedures for comparative purposes. An effort was also made to assess any extent to which children in cluster schools might choose to isolate or reject children of an ethnicity other than their own. (Author/JM)