The needs for black studies in the public schools of metropolitan Jackson, Mississippi are assessed in this study through an analysis of the problems, attitudes, and educational characteristics with which advocates feel that black studies can deal. Also determined are what provision are made for black studies in Jackson's schools. The study is important because it attempts to deal with the problem of racism and the problem of distorted education in the school, and also in that it may provide help to other urban areas in the development and implementation of black studies programs that are meaningful in terms of students and communities involved. The first phase of the study investigates the role and potential of black studies through a study of readings by scholars in the field. The second phase investigates what other cities have been able to accomplish through black studies through questionnaire data on improvements in education, attitudinal change, and problems solved. The final phase deals with what is and is not being done by the school system in the area of black studies through an examination of bulletins from the public school system, talking with teachers, and investigating teacher education programs. Data indicate that Jackson has made no provision through black studies to deal with the problems of distorted education, negative racial attitudes, and bad social conditions. (Author/AM)