Achievement, attendance, and behavior data of African American, Hispanic American, and Caucasian students from racially segregated and racially integrated settings were analyzed to determine the effect of racial isolation on achievement, attendance, and behavior of each racial group. Achievement, attendance, and behavior data of randomly selected students from each racial group were analyzed (N = 120). African American students from segregated schools (n = 20) and from integrated schools (n = 20); Hispanic American students from segregated schools (n = 20) and from integrated schools (n = 20); and Caucasian students from segregated schools (n = 20) and from integrated schools (n = 20) were randomly identified. As reflected by subject test scores, achievement of students from segregated schools was not significantly different from the achievement of students form integrated schools. As reflected by number of days absent compared to 12 days, attendance of students from segregated schools was not significantly different from attendance of students from integrated schools. As reflected by the number of student code of conduct discipline infractions, behavior of students from segregated schools was not significantly different from the behavior of students from integrated schools. The study's results should encourage district officials to look at those factors that have a positive impact on student achievement, attendance, and behavior regardless of the level of racial isolation.