This study evaluates the effects of busing on the subsequent achievement performance of bused black students. Differences in achievement gains or losses are hypothesized as being both a function of bused students attitudes toward busing and desegregation and of the interracial climate of acceptance in the receiving schools. Findings from data gathered by various statistical analyses indicate that the achievement performance of bused black students after the two year period of busing is significantly lower than that of the non-bused black students. In two years, bused black students are said to have advanced an average of only one month in grade placement. School interracial climate and student attitudes are considered to account for the significantly lower achievement performance of the bused students. The major conclusion of this study is that mandatory busing to desegregate schools in communities with great resistance to busing may serve to weaken the achievement performance of the bused minority student. (Author/AM)