Shocked officials of the District of Columbia plunged headlong into remedial programs. Their herculean labors have been reported widely and sympathetically. At once, the four-track system was devised, and pupils systematically were assigned to (1) an honors program, (2) a general college-preparatory program, (3) a program for pupils not planning to go to college, and (4) a remedial basic curriculum for slow-learning pupils. One effect was to achieve a very substantial resegregation, for the great bulk of those on tracks 1 and 2 turned out to be white pupils, and the great bulk of those on tracks 3 and 4 turned out to be Negro pupils. The resegregation process was helped along materially by Washington’s younger white families, who fled the District by the thousands. In 1950, Washington’s schools were almost evenly balanced, 50-50, in white and colored enrollment; ten years later, white pupils constituted 20 per cent, Negro pupils 80 per cent, of the enrollment. Remedial classes for slow learners, in which teaching specialists work with groups averaging no more than eighteen per class, have been swiftly stepped up; there were seventy-four such classes in 1954; the number grew to 225 in the 1959-60 session. The reading-clinic staff increased from twelve to thirty-two in that period of time, and a special Division of Pupil Appraisal more than doubled with the addition of a dozen school psychologists, clinical psychologists, and psychiatric social workers. New batteries of achievement tests were administered every year. At the close of the school year in 1959, five full years after racial discrimination had been obliterated from the Washington schools, Dr. Hansen released some figures on how things were going. To the integrationist Washington _Post_, reporting happily on the data, things were going marvelously well: “District pupils’ performance on standardized tests this year topped last year’s scores in 15 of the 27 subjects tested, School Superintendent Carl F. Hansen reported yesterday.” The cheery tone of the _Post’s_ story was somewhat belied by the glum figures themselves. Washington’s sixth-graders had managed to achieve median scores in spelling, language, and arithmetical computation exactly matching--no more--the national norms for these three sixth-grade tests. Medians on the other twenty-four tests were below national norms, in some instances by as much as a full year. Ninth-graders who should have scored a median of 9.4 (ninth year, fourth month) in computation and paragraph meaning scored 8.3 and 8.4 respectively. Dr. Hansen’s report on tests at the third-grade and fifth-grade levels has special interest: