In this update of the integration efforts of the Riverside Unified School District, it is shown that the district continues to be committed to the integration of the staff. It is also committed to search for minority heritage staff. Along with staffing changes, there have been major program developments such as finding and using ethnic oriented materials. Some activities that have emerged are parent advisory groups, student involvement in board meetings and regulations development, special programs for minority students, district reorganization of the two year middle schools and four year senior high schools. All these program developments were encouraged with the reorganization of the district into a more open management system. This system allowed for much broader participation in planning and decision making. Student performance has been carefully measured over the years of the integration effort. Achievement gains for minority students are evident for the primary grades, but for the sixth grade the findings are not clearcut. It is evident, however, that achievement is higher than before desegregation. Throughout the desegregation effort, community and parent attitude measures have been collected. These indicate very strong community support. Among the conclusions derived from the Riverside desegregation experience are that: (1) integrated staffs at all levels are vital, (2) guidelines and standards for behavior must be clear and firm, and (3) an understanding of the goals of public education is vital. (Author/AM)