Like most issues stimulated by the civil rights movement over the past four decades, the tangled web of policy questions associated with school desegregation defies easy resolution. The debate over desegregation policy has touched upon many aspects and levels of human society, including values, law, education, and social theory; therefore, arriving a succinct set of policy conclusions, especially one accompanied by substantial consensus, is unrealistic. The debate cannot and should not be reduced simply to a matter of law, to ideological differences, or to disagreements over social science theories. Any attempt to oversimplify the desegregation issue does injustice to those with the greatest stake in its outcome, namely, the students, parents, and educators who reap its rewards and shoulder its costs. Adding to this complexity is the fact that desegregation issues have shifted so much over time that the important policy questions differ from one decade to the next. During the 1950s, the legal and value debate was over compulsory segregation, and social theorists debated whether separate schools were harmful or beneficial for children. During the 1970s, the legal and value debate shifted to compulsory desegregation and whether the benefits of mandatory busing justified its deep divisiveness and its unintended consequences. During the 1990s the debate has shifted once again, this time in several directions. The federal courts struggle with the conditions under which to grant unitary status (and dismissal) to school districts with court-ordered desegregation plans. Surprisingly, considering the great controversy in the 1970s, school boards in the 1990s debate whether to seek unitary status or, if not under court order, to adopt desegregation plans on their own. Civil rights groups are back in court, not only to oppose unitary status but also to demand even broader remedies than those granted during the 1970s. They have requested metropolitan remedies between cities and suburbs, and they have petitioned for racial parity in classrooms, discipline rates, and even academic achievement. Ironically, some of these latest court challenges have come full circle, invoking the psychological harm thesis of Brown that most legal scholars dismissed as irrelevant to the law.