In the first paper presented here eight problems are addressed: (1) racial inventory of Catholic school students; (2) inventory of integration policies and programs; (3) minority faculty in Catholic schools; (4) desegregation strategy; (5) Catholic schools and public school desegregation; (6) Catholic schools and Hispanic Americans; (7) successful Catholic "magnet" high schools; and (8) the role of inner city Catholic elementary schools. In the second paper, five aspects of the problem minorities have in becoming part of American society while retaining their own identity are examined: (1) culture; (2) the experience of the early Church; (3) the Catholic schools as an integrating force; (4) the dimensions of the challenge to keep minorities in school; and (5) the response to this challenge. The third paper looks at the statement of the Catholic Church on integration, discusses the call to action and the statistics on integration in Catholic schools. It also examines the problem in the context of voluntary attendance and tuition costs, as well as an agenda for integration and the process of implementation. In the fourth paper, an overview of the Diocese of Columbus, Ohio, shows what is possible and what is working in the process of integrating Catholic schools. The fifth paper, "Lessons from Public School Desegregation," examines the impetus for desegregation, the constitutional base, class and a racist society, curriculum, educational quality, voluntarism in both the public schools and the Catholic schools, and research needs. The sixth paper discusses the Cleveland experience and its implications for Catholic schools. The last two contributions summarize the conference discussions. (Author/MC)