THE SCHOOL SYSTEM RECOGNIZED THAT CHILDREN OF LIMITED BACKGROUNDS COULD, AND SHOULD, BE HELPED. THE DISTRICT DECIDED TO USE FUNDS FROM GRANTS TO (1) PROVIDE ADDITIONAL CONSULTATIVE SERVICES AND TEACHER TRAINING, (2) PURCHASE EXTRA INSTRUCTIONAL EQUIPMENT AND MATERIALS, (3) FACILITATE CURRICULUM EXPERIMENTATION, AND (4) ARRANGE OPPORTUNITIES FOR CULTURAL AND EXPERIMENTAL ENRICHMENT. THE PURPOSE OF THESE EFFORTS WAS THREE-FOLD--(1) TO CREATE SIGNIFICANT PUPIL GROWTH IN ACHIEVEMENT, BEHAVIOR, INTERESTS AND POSITIVE ATTITUDES, (2) TO IMPROVE INSTRUCTION BY BETTER UNDERSTANDING, EFFECTIVE TECHNIQUES AND ORGANIZATION, AND (3) TO BETTER SCHOOL-COMMUNITY RELATIONS RESULTING IN MORE SYMPATHETIC ATTITUDES AND MORE COMMUNITY INVOLVEMENT IN THE SCHOOL'S PROGRAM. STUDENTS WERE TESTED TO PROVIDE COMPARISON IN TERMS OF DEGREE OF GAIN BY STANDARD SCORE UNITS. OF THE 21 INSTANCES OF COMPARISON, 12 REPRESENTED GAINS BEYOND THAT EXPECTED, 3 REPRESENTED GAINS EQUAL TO THAT EXPECTED AND 6 REPRESENTED GAINS LESS THAN THAT EXPECTED. IN THE OPINION OF TEACHERS AND PARENTS, THERE WAS NOTABLE GAIN IN ATTITUDES AND BEHAVIOR. PROGRAMS TO DEVELOP LATENT TALENT AMONG CULTURALLY DEPRIVED CHILDREN HELP MANY STUDENTS GAIN CONFIDENCE IN THEIR OWN ABILITY. CERTAIN CHILDREN WITH SUPERIOR TALENT HAVE BEEN ALLOWED OPPORTUNITIES FOR MORE EXTENSIVE STUDY. MAJOR IMPROVEMENTS IN THE SCHOOL PROGRAMS HAVE COME IN LANGUAGE ARTS AREAS. ENRICHMENT, INTEREST GROUPS AND EXPANDED EDUCATIONAL OPPORTUNITIES FOR BOTH LOW AND HIGH ACHIEVERS HAVE HELPED BOTH STUDENTS AND THE MANY INEXPERIENCED TEACHERS INVOLVED IN THE PROGRAM. SUMMER WORKSHOPS, INSERVICE COURSES AND CLASSROOM CONSULTANTS HAVE AIDED TEACHERS IN IMPROVEMENT OF THEIR PROCEDURES.