A series of instruments designed to elicit a number of cognitive and noncognitive constructs were administered to three groups of ninth-grade students--segregated Negroes, desegregated Negroes, and whites. The Negro students had chosen their school under a freedom-of-choice plan in Kent County, Delaware; i.e., some were going to the local high school but most attended a segregated school. Data were collected primarily to compare differences among the three groups. The tests included measures of ideational fluency, word fluency, problem recognition, judgment, self-other relationships, text anxiety, study habits and attitudes, self-concept of academic ability and socioeconomic status, and other variables. The segregated Negro students showed the lowest performance on the cognitive tests and the least positive personality characteristics; the scores of the desegregated Negro students were most nearly like those of the whites, who scored highest, although these two groups changed positions on some variables. Several variables demonstrated significant interactions between type of student and sex. It is concluded that freedom-of-choice plans tend to isolate further those Negro students already isolated. (Author)