This paper provides a very brief summary of the first three years of study of the court-ordered desegregation effort in St. Louis (Missouri). It examines differences in the reading and mathematics scores from the Stanford Achievement Test along with a performance-based writing assessment for four groups of African-American students. These groups consist of the magnet, integrated, and nonintegrated schools in the city, along with transfer students who are attending suburban schools. With a summary of these results, further information is presented from a study of nine focus groups and an attitude survey of city high school students. Overall, students are not doing well in comparison with normative data from students nationwide. The full range of performance is found among these students, with magnet school students generally performing best, followed by transfer students, and then by integrated and nonintegrated students in no consistent order of achievement. Some possible explanations for the generally disappointing results are discussed, with some possible solutions. Five graphs present findings. (Contains 23 references.) (SLD)