EDUCATIONAL OPPORTUNITIES FOR NEGROES IN THE BOSTON PUBLIC SCHOOLS WERE EXAMINED. RACIAL CONCENTRATIONS IN BOSTON'S SCHOOLS VARY WIDELY ACCORDING TO THE GRADE LEVEL OF THE PUPIL. THE VAST MAJORITY OF PUBLIC SCHOOL PUPILS ATTENDED SCHOOLS THAT WERE MORE THAN 90 PERCENT WHITE IN ENROLLMENT. ONE POLICY OF THE BOSTON SCHOOL COMMITTEE REGARDING INTEGRATION INCLUDED THE BUILDING OF NEW SCHOOLS, SITES WERE SELECTED TO AVOID RACIALLY UNBALANCED SCHOOLS. ANOTHER WAS OPEN ENROLLMENT. A COMPARISON OF PREDOMINANTLY WHITE, NONWHITE, AND INTEGRATED SCHOOLS SHOWED THAT THE PREDOMINANTLY NEGRO SCHOOLS WERE NOT MORE OVERCROWED THAN THE PREDOMINANTLY WHITE SCHOOLS. YET THE PREDOMINANTLY NEGRO SCHOOLS WERE AT A DISADVANTAGE BECAUSE OF THE HIGH PROPORTION OF PUPILS WHO SHOULD BE ATTENDING SPECIAL CLASSES. TESTS GIVEN TO CHILDREN IN BOSTON SCHOOLS SHOWED THAT THE MARGIN BY WHICH CHILDREN IN PREDOMINANTLY WHITE DISTRICTS SCORE AHEAD OF CHILDREN IN PREDOMINANTLY NEGRO DISTRICTS GREW LARGER WITH AGE, BOTH AS TO INTELLIGENCE RATIOS AND READING ACHIEVEMENT. SOME OF THE COMPENSATORY PROGRAMS UTILIZED INCLUDED OPERATION COUNTERPOISE, A PREVENTIVE PROGRAM DESIGNED TO CATCH DESIRABLE SITUATIONS IN THEIR BEGINNING STATES, TO IMPROVE CHILDREN'S ATTITUDES TOWARD SCHOOL, AND TO INSPIRE STANDARDS OF EXCELLENCE WHICH SHOULD BE CARRIED OVER INTO THE SECONDARY SCHOOL. OTHER PROGRAMS INCLUDED TEACHER TRAINING IN HUMAN RELATIONS, AND PRIVATE TUTORING PROGRAMS. RECOMMENDATIONS OF THE SCHOOL COMMITTEE INCLUDED HAVING THE APPROPRIATE OFFICIALS OF THE FEDERAL GOVERNMENT REALIZE THAT RACIAL DISCRIMINATION IN PUBLIC HOUSING CONTRIBUTES TO SEGREGATION IN BOSTON PUBLIC SCHOOLS.