THE STRUGGLE FOR EDUCATIONAL EQUALITY DEMANDS DIRECT CONFRONTATION OF THE PROBLEM, DETERMINED AND ABLE LEADERSHIP BY SCHOOL ADMINISTRATORS, AND COORDINATION OF COMMUNITY AND AGENCY SUPPORT. THE LACK OF FIRST-RATE SCHOOLS IN NEGRO COMMUNITIES AND THE PSYCHOLOGICAL EFFECT UPON THE INDIVIDUAL ATTENDING A SCHOOL WHERE EVERY PUPIL RECOGNIZES THAT HIS GROUP IS VIEWED AS LESS ABLE, SUCCESSFUL, AND ACCEPTABLE EMPHASIZE THE NEED FOR A MORE FAVORABLE BALANCE OF RACES IN THE SCHOOLS. THE PURPOSE OF SCHOOL INTEGRATION IS NOT PRIMARILY TO RAISE QUANTITATIVE INDICES OF NEGRO SCHOLASTIC ACHIEVEMENT, BUT RATHER TO ALTER THE CHARACTER AND QUALITY OF OPPORTUNITIES ALL CHILDREN CAN ENJOY, TO PROVIDE THEM WITH EQUAL INCENTIVES TO SUCCEED, AND TO FOSTER A SENSE OF INTERGROUP ACCEPTANCE. CREATION OF A PUBLIC SCHOOL SYSTEM WHICH WILL ASSURE EVERY PUPIL EQUAL ACCESS TO EXCELLENT INSTRUCTION IS A COMMUNITY TASK INVOLVING (1) IMAGINATIVE, BOLD APPRAISAL OF WHAT A WELL-STAFFED, WELL-SUPPORTED, AND WELL-INTEGRATED PUBLIC SCHOOL SYSTEM WOULD MEAN TO THE COMMUNITY, (2) PROJECTION OF THE ROLE OF OTHER AGENCIES, (3) ESTIMATION, ADAPTATION, AND SCHEDULING OF THE RESOURCES REQUIRED, AND (4) WILLINGNESS OF ALL CONCERNED TO MAKE AND TO MEET COMMITMENTS OF POLICY, RESOURCES, AND ACTION. THIS DOCUMENT WAS PREPARED FOR DELIVERY AT THE SCHOOL ADMINISTRATORS CONFERENCE, SPONSORED BY THE NATIONAL URBAN LEAGUE AND TEACHERS COLLEGE OF COLUMBIA UNIVERSITY (NEW YORK, JUNE 17, 1966). (HM)