- Only achievement of Black students appears to have been influenced by teacher racial isolation.
- Black students may have been particularly vulnerable in socially uneasy environments.
- Faculty turnover appears to have been negatively related to student achievement growth.
- Black students tended to gain 5.81 months less in achievement when assigned Black rather than White teachers.
- Achievement of Black students appears to have been negatively affected by factors irrelevant to the achievement of other students.
- Achievement of all students was positively associated with teaching experience and negatively related to faculty turnover.
- Desegregation policies that do nothing more than set racial quotas are not sufficient to insure a reversal of traditionally unequal schooling patterns.