Following implementation of a city-wide, court-ordered desegregation plan in the mid-1970's, a sociometric instrument was developed and administered in the Springfield (Massachusetts) Public Schools at both the upper and lower elementary school levels to analyze classroom social structure, provide feedback for teachers, and provide data for evaluating the extent of integration throughout the city. More than 3,000 students in grades 3 through 6 are tested yearly. A computer program designed to generate useful information for classroom teachers was subsequently developed and has been used extensively since 1978 at the classroom level as a diagnostic/prescriptive instrument and at the system level as a program evaluation tool. System-wide sociometric analyses over the past 12 years indicate that students in Springfield are making more friends across racial lines that was the case immediately following implementation of the desegregation plan. However, most classrooms and schools are far from optimal integration. Analysis of achievement and sociometric selections indicate the importance of achievement in student friendship selections. As along as ability grouping and the achievement gap between white and minority students persist, integration will be less than desired. The student survey instrument and a sociogram report for a practice schoolroom are appended. Ten tables, two graphs, and a 44-item list of references are included. (TJH)