Despite years of litigation the desegregation of United States public schools remains unfinished. Even after court-ordered desegregation, a school district may remain segregated through various practices such as ability grouping and selective discipline of minority children. These second generation discrimination or resegregation practices have an adverse affect on the minority student's chances in life. In spite of the impact of this discrimination, research on this topic is sparse; most of the former studies focus on one or two practices, are anecdotal or in the form of case studies, or summarize previous findings. This paper provides a research design that allows for the comprehensive analysis of within-school minority student resegregation. It is organized into three sections. First, the study is grounded in the resegregation literature and reviews the desegregation/ integration nexus and resegregation manifestations such as ability grouping, tracking, and suspension. The second part of the paper discusses the limitations of previous research and explains how the research design adresses limitations and allows for a better understanding of school resegregation practices and policies. Finally, the implications of the proposed research agenda are discussed. The study builds upon previous research in five ways, by: (1) comprehensiveness; (2) combining the advantages of aggregate and case study research designs; (3) its approach, philosophically neutral and systematic; (4) the development of a theoretically specified model; and (5) presenting a guide designed to combat resegregation. The three-stage research design will allow for a comprehensive, systematic analysis of resegregation practices and policies. First, types of resegregation practices are isolated and monitored over time and by race of students. Second, a model of factors affecting resegregation is posited and tested. The last stage involves on-site school district visits. Implications of the proposed research agenda are discussed. (APG)