The question asked in this study is "What are the processes by which different methods of desegregation affect different types of students on different kinds of outcomes?" This analysis focuses on three different types of outcomes: achievement test scores, college attendance, and reaching the junior year of college. The relationship between school racial composition and college attendance and survival rates for blacks is analyzed. The relationship between school racial composition and black achievement test score performance is also examined. Both these analyses are done separately for region (South or North). Parallel data for whites is presented. A causal model of some of the characteristics of desegregated schools is constructed. It focuses on two variables: racial composition of teaching staff and grades blacks earn. Those characteristics of desegregated schools that determine whether blacks attend college, the kind of college they attend, and the impact of the type of high school they attended on college survival rate are examined. It is proposed that the advantages of predominantly white schools in producing high achieving, college bound black students occur only because highly motivated black students choose to attend them. (Author/MC)