Describes a multi-faceted project to provide interracial school experiences to white and Negro pupils [and teachers] in three racially unbalanced schools in and about Detroit.
Finds greatest differences between deprived, largely black, and advantaged, predominantly white children in a "midwestern suburb of 60,000" relate to speech pattern-analogs, grammar, vocabulary.
Compares failure, or non-promotion percentages for all schools with those for schools with 73% or more of non-white students -- ration is 6.4 to 11.87.
Surveys school population in preceding decade and makes projections for five-year period. Finds physical facilities in Campeau area increasingly inadequate. Criticizes policy of assigning Negro teachers.
"Examines role of human relation commissions, school systems, Negro leaders and community action programs in providing job training for the adult," using Detroit as an example. Book chapter in Employment, Race and Poverty.