This book grew out of an intensive field study of Goldsboro and its school system that aimed at understanding how Goldsboro achieved a farreaching degree of desegregation without disruptive incidents in a system in which whites moved from a position as the majority in their school to a position as the minority. Chapter 1 introduces the study. Chapter 2 examines the trends in Federal policy and related research which influenced this case. Chapter 3 discusses the policy-making system within which the 1970 Goldsboro school desegregation plan was developed. Chapter 4 describes the selection of the pupil assignment policy that became the basis of the plan and the processes taken both within the school system and within the community to implement and to build support for that plan. An analysis of the operation of the elementary schools during the first year of the plan is contained in chapter 5 and of the high school in chapter 6. The analysis of academic achievement in terms of achieving the policy objective of racial equality and an effect of that policy on the system's outcome is discussed in chapter 7. Chapter 8 summarizes the implication of this study for school desegregation as a public policy, for the field of education, and for the emerging practice of policy analysis. (Author/JM)