This summary report examines ability grouping and its possible use for in-school segregation in the North Carolina public schools. The report describes the development of concerns among minority parents about the placement of minority children in special education and low-ability classes and the investigation into the issue by a forum of six panelists. An overview of the question of whether minority students are overidentified for low-ability groups and passed over for high ability groups shows that a representative of the Robeson County (North Carolina) schools confirm that blacks make up a wide majority of students in classes for limited intellectual ability and that such placement is the result of inappropriate student assessment. A description of the extent of racial isolation finds that data from a survey are not useful in addressing this question. A discussion of whether ability grouping was good or bad finds panelists disagreeing, and results in no clear conclusion. Sections on monitoring and safeguards to avoid racial discrimination include examination of state guidelines and discussion of replacing the current educational administration with education vouchers. The forum gives the North Carolina Advisory Committee greater insights into the hidden nature of ability grouping as a civil rights issue. An unanswered question is whether a greater benefit for students results from heterogeneous or homogeneous instructional groups. Data suggest a formidable barrier for African American students in academically advanced classes. (JB)