This study focuses on school characteristics that distinguish between schools that are more effective and less effective in achieving positive results of desegregation. Effectiveness is here defined by measures of student achievement and race relations. The aim was to find school conditions that were susceptible to change and that showed promise as components of a program to improve the progress of integration. Most schools in the study had substantial numbers of both black and white students. In order to provide a range of racial composition, some schools with up to ninety percent of one race were included. The major findings of the study fall into two categories: (1) relationships involving student socioeconomic status, and (2) relationships between school characteristics and student outcomes independent of student background. The findings lend support to the following conclusions: (1) there are school conditions that are systematically related to favorable outcomes of integrated schooling over a wide range of socioeconomic, demographic, and geographic conditions; (2) some of the conditions associated with successful integration are under the control of school personnel; and, (3) while school conditions have varying effects on different student outcomes, the findings are not plagued by the contraditions and incongruencies said to be often found when many outcomes must be considered simultaneously. (Author/AM)