The available literature on white flight, or, more properly, school resegregation -- the phenomenon of white withdrawal (total or partial) from desegregated schools -- is reviewed in this paper which also reports some new research in this area. The distinction is made between those schools located on the fringes of the inner city, which first desegregate and then resegregate as the minority community moves outward from the ghetto, and the different situation in which there is governmental action to bring about school desegregation. Among the factors discussed are parental concerns about educational quality, student safety, and social status; the importance of the proportion of minority students; the significance of the relative cost of schooling alternatives; the interaction with neighborhood racial change; the impact of anticipated future racial change; and, the quality of racial relations in desegregated schools. An extensive list of references is provided. Among the suggested public policies that are offered are the serious need for a thorough, national study of white flight, and the need to emphasize the quality of school integration and to develop and communicate practical approaches to overcoming the cultural and class barriers between the races. (Author/AM)