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In this issue, a study of school desegregation in Riverside, California is re-examined in terms of its contribution to an understanding of the relationship between desegregation and the academic achievement of minority children. General comments about the Riverside study as a whole are followed by descriptions of the models and assumptions tested in the study and the conclusions reached regarding each model tested. Methodology employed in the study is evaluated in an attempt to determine the degree of confidence that should be placed in the findings and what conclusions may be legitimately drawn from the results of the study. It is concluded that the Riverside study illustrates the fact that school desegregation is not a failure, but that ameliorative programs necessary to make it work have not been specified as yet. (EB)