A number of policy studies on school segregation are reviewed in this article, intended for school district administrators and policy makers who must assess the segregative effects of their own school systems' policies and practices. Two types of studies are considered, the first concerning the racial/ethnic mix of pupils, and the second concerning resource allocation among schools. The section on analyzing the racial/ethnic mix of pupils begins with a description of the kinds of data needed and presents analytical methods for describing racial/ethnic distribution for biracial and triracial/ethnic districts. The problems of defining a segregated school are then identified and discussed. These problems include setting realistic standards, designing a definition that fits the multiracial/ethnic character of many large urban systems, establishing desegregation priorities, and evaluating progress toward desegregation. The section on analyzing resource allocation begins with a description of data sources and stresses the importance of understanding the allocation mechanism. Several allocation criteria are reviewed, including legal principles regarding allocation and equity considerations. Expenditure per pupil, the allocation of teachers, and the distribution of teacher experience and training are then examined as ways of analyzing allocation outcomes. The review concludes with a discussion of problems encountered in removing resource disparities. (Author/GC)