The Fort Worth Independent School District continued its court-ordered desegregation plan implemented in 1971-72. The evaluated design utilized in 1971-72 was extended to include bused black students in grade 3 as well as those in grades 4 and 5, and to ascertain any effects on the achievement of white third, fourth, and fifth grade students in cluster schools to which black students were bused. Standardized tests were administered to all students in cluster schools, grades 3, 4, and 5, and to students continuing to attend neighborhood schools that were not involved in the cluster arrangement. The spring achievement of students with similar mathematics ability, as measured in the fall, was the basis for the comparisons of achievement between cluster and non-cluster students. At all three grade levels, bused black students were found to have exhibited academic gains on reading and math skills during th year that significantly exceeded those of nonbused black students attending black-majority neighborhood schools. A trend for effects to be greater for higher ability black students emerged. White, third, fourth, and fifth grade children attending cluster schools to which black children were bused made normal academic progress. (Author/JM)